Teachers' Manual 



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UNITED STATES OF AMERICA. 



TEACHERS' MANUAL 



TO ACCOMPANY THE 



COMPLETE 
SCHOOL CHARTS 



AN OUTLINE OF ORAL AND TEXT-BOOK LESSONS IN READING, 
PHONICS, PENMANSHIP, DRAWING, ARITHMETIC, UNITED 
STATES HISTORY, GEOGRAPHY, UNITED STATES CIV- 
IL GOVERNMENT, PHYSIOLOGY AND HYGIENE. 




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IVISON, BLAKEMAN, AND COMPANY 

PUBLISHERS 
NEW YORK AND CHICAGO 



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Copyright, 1888, by 
IVISON, BLAKEMAN, AND COMPANY 



PRESS FLEMING, BREWSTER, & ALLEY, NEW YORK 



CONTENTS 

PAGE 

INTRODUCTORY 5 

READING 

Charts I-V 9 

Methods of Teaching Reading 14 

PHONICS 

Charts VI-VII 27 

Methods of Teaching Phonics 29 

PENMANSHIP 

Charts VIII-X 35 

Methods of Teaching Penmanship 38 

DRAWING 

Charts XI-XII 43 

Methods of Teaching Drawing 45 

ARITHMETIC 

Charts XIII-XV 51 

Methods of Teaching Arithmetic . . . . . 54 

UNITED STATES HISTORY 

Charts XVI-XVIII 67 

Methods of Teaching U. S. History 70 



COX TEXTS 



GEOGRAPHY page 

Charts XIX-XXVII 85 

Methods of Teaching Geography 94 

UNITED STATES CIVIL GOVERNMENT 

Charts XXVIII-XXXI 109 

Methods of Teaching Civil Government . . .113 

PHYSIOLOGY AND HYGIENE 

Charts XXXII-XXXVI 125 

Methods of Teaching Physiology and Hygiene . .no 



INTRODUCTORY. 

In presenting a Manual for the guidance of teachers in the use 
of the Complete School Charts, it may be well briefly to state the 
scope and plan of these Charts. They consist of the following : 

5 Charts of Reading. 

2 Charts of Phonics, or Elementary Sounds. 

3 Charts of Penmanship. 

2 Charts of Drawing. 

3 Charts of Arithmetic. 

3 Charts of United States History. 
9 Charts of Geography. 

4 Charts of United States Civil Government. 

5 Charts of Physiology and Hygiene. 

It is the design of the Charts that they shall cover fully and 
adequately the needs of public schools in the matter of aids to oral 
and text-book instruction. Naturally, they are of special service to 
the ungraded schools, where a single teacher has charge of all the 
different branches of instruction ; and their value in such schools 
cannot be too highly estimated. But they are of not less account 
for the use of teachers in graded schools. With the exception, possi- 
bly, of the Charts upon Civil Government, there is not a sheet in the 
whole set but can be used to advantage in oral instruction in the 
average primary grades. And for the intermediate and grammar 
grades, in the same way, every Chart can be used, with the excep- 
tion, perhaps, of the five Charts upon primary Reading. So the 

5 



INTRODUCTORY 



Charts may be considered a complete series for both graded and un- 
graded schools ; and better, probably, for either class of schools than 
would be any attempted abridgment or division of the series. 

The constant effort in school on the part of the thoughtful 
teacher is to accomplish the most work in a given time. In the un- 
graded schools, especially, there is a necessity for the highest econ- 
omy, in order to avoid serious waste and lack of result. With 
classes in all grades, and fifteen, twenty, or thirty in number, to be 
instructed each day, the teacher finds it necessary to lay out the 
most thorough system of study and recitation, of seat work and class 
work, in order to accomplish anything satisfactory, or yielding any 
desired results. ' Any instrument, any appliance, therefore, which 
helps the teacher to economize time, which enables him to add to 
his teaching power and to multiply himself to his school, is a thing 
which directly benefits both teacher and school, and which is of posi- 
tive and calculable value to those who support and pay for its advan- 
tages. And this is the value of the Complete School Charts. In 
many branches of instruction they positively double the teaching power 
of the teacher ; and at the same time in many ways they largely in- 
crease the learning power of the pupil. A teacher with these Charts 
at hand is enabled to teach the eye as well as the ear ; to instruct a 
whole class as well as an individual pupil ; and to interest every one 
in the school in any general matter of instruction. 

The series is a labor-saving instrument, in that it supplies the 
place of a large amount of blackboard work, and saves the time which 
would be expended in placing such work upon the board. Such a 
series of Charts, if it does one-half the service that has been claimed 
for it by those who have used it, will pay for itself many times over 
in a single year, in the hands of the faithful and efficient teacher. 



READING 



CHARTS J-V 



I READING— L 



hat 

a hat 

is 

Is 

The 




cat 



the cat 



in 



the cat in a hat? 
cat is in the hat. 



I see on 

and 
see 

the rat - on . the mat 

the cat . and . the rat 

I see the rat on the mat. 

hat cat rat mat 




V W X Y Z 



z y x w v 



a 
b 
c 
d 
e 
f 

h 
1 

J 

k 
1 

m 
n 
o 

P 

q 

r 
s 
t 
u 



1. READING—! 



II. READING-2. 



sun 

the sun 
is hot 



it is 




red 

how hot 
it is 



the hot sun the red sun 

The sun is red and hot. 

How hot it is. 

hat hot how mat rat red 



a fox 
red 



on the box 



box 



a sly fox 




my box 

sly 
fox 



| my red box 



The sly fox is on the box. 

See the fox. See my red box. 

box fox ox my sly sun 



II. RE4WNG.-2. 



III. READING-3. 




my pet dog 

can jump 

on the log 

My dog is on the log. 

See my pet dog jump. 

The dog can jump on the log. 

dog log pet can jump 




The fly is in the web. 
Buzz, buzz, buzz, says the fly, 

but he cannot get away, 
sly My pet get web away 



III. RE40IN6.-3 



Copyncbt. leB7 l 



IV. READING-4. 



in 
ink 
bug 

jug 
can 
cannot 

bird 

quail 

eggs 

six 




t m 



ink - in the jug 

bug - on the jug 

I can see 

I cannot see 
I can see the bug. 
I can see the jug. 
I cannot see the ink. 





this bird 

six eggs 

a big bird 



This bird is a quail. 

I can see six eggs. 

The quail is a big bird. 

this big bug jug in ink 



V. READING-5. 




new dress 
new doll 

dress 
Bess has 
Bess has a new doll. 
The doll has a new dress. 
My doll has a new dress, too. 

Ned and Dan 

on the sled 

have a sled 

Ned and Dan have a sled. 

It is a red sled. 

Dan is on the sled. 

red Ned sled can Dan Bess dress 




V. READING.— 5. 



READING. 

CHARTS /., II., III., IV., V. 

The five Charts devoted to Reading cover many times five 
Reading lessons. It is designed that the Reading exercises fur- 
nished upon them shall supply the place of the Primer and Reading 
Book, or be used in connection with these books, for the first six 
weeks of the child's attendance at school. The series of lessons 
gradually introduces all the letters of the alphabet, and in several 
cases more than one sound of the individual letter. The lessons are 
based upon the word method, or perhaps more strictly speaking, the 
word and phonic methods combined. 

Chart I. shows upon its margin the alphabet in both capital and 
small letters. In addition to this, it introduces the following words : 
hat, cat, a, is, the, in, I, see, rat, mat, on, and. These words 
give the pupil a practical familiarity with the letters : a, C, d, e, 
ee, h, i, I, m, n, o, r, s, t, T. 

Chart II. is divided into two 'general exercises, and introduces 
the additional words : sun, it, red, how, hot, fox, box, ox, my, 
sly; containing the additional letters : b, f, H, 1, S, U, w, x, y. 

Chart III. contains also two general exercises, and introduces 
the additional words : dog, log, pet, jump, can, cannot, web, 
fly, buzz, says, away, get, but, he ; containing the letters and 
combinations of letters : ay, B, g, j, M, p, z, zz. 

Chart IV. contains two general exercises, and introduces the 
following additional words: ink, bug, jug, bird, quail, this, 
eggs, six, big ; containing the following letters and combinations 
of letters : ai, gg, k, nk, q, qu, th. 

14 



READING 15 



Chart V. is divided into two general exercises, and introduces 
the additional words: Bess, doll, new, has, too, Ned, Dan, 
sled, have, dress; containing the following letters and combina- 
tions not before introduced : D, 11, N, 00, SS, v. 

The first Chart, as before stated, has on the margin alphabets 
of capital and small letters complete ; and those teachers who prefer 
can teach the alphabet in its order in connection with the Reading 
lessons. But it is strongly advised that this be in connection with 
the word exercises, and not to precede such exercises. The a-b-c 
method of instruction is practically out of use in all schools that 
make any pretension to modern methods. And the alphabet is 
placed on this Chart with some misgivings lest teachers may think 
that it in any way lends favor to the use of the alphabet method pure 
and simple. It is indeed desirable that children shall learn their alpha- 
bet, and be able to repeat the twenty-six letters in the order in which 
they usually occur ; but this can be learned as well after a knowledge 
of the letter in the word as before ; and it is recommended that 
these alphabets upon Chart I. be used mainly at the beginning for 
what may be termed finding and hunting exercises, by which the 
pupil names the letters that constitute a word which has already been 
learned, and then learns their places in the regular orderly alphabet. 
Thus, gradually all the letters come to be known from having been 
learned first in the word ; and the thing of last importance is the 
alphabet in full and in order. 

Lesson i. — Having in mind these preliminary observations in 
regard to the use of the Reading Charts, let us see how the teacher 
would proceed in the first lesson of a class of one or more children 
just entering school. The first step would be to call attention to 
the picture. The child is asked what he sees in the picture. The 
answer, probably, will be, 



hat 



1 6 COMPLETE SCHOOL CHARTS 



Perhaps it will be, 
Possibly, 



a cat, 



a cat in a hat 



If the child says a kittie, the teacher should immediately correct 
without contradicting, suggesting the word cat instead of kittie, 
and turning the child's mind in the right direction without any de- 
nial of the correctness of the first answer given. Then pointing to 
the hat in the picture, the child should be requested to again repeat 
the word, and so to repeat it over and over again. Then the teacher, 
pointing to the word hat, says: "You have seen the picture of a hat; 
now this is the word hat. The picture is not a hat ; the word is not 
a hat. The picture is the picture of a hat ; the word is the name of 
a hat." The attention of the child is repeatedly called to this word, 
and then he may be asked to look all over the Chart before him and 
see if he can find the same word in any other place. This is a 
most interesting exercise, and the child will probably readily find the 
same word just below the first. Then he is asked to find it again ; 
and he looks and probably finds it in the other two places upon 
the Chart. Having the word thoroughly in mind, he is next taught 
the word hat in combination with another word, and so learns the 
combination, 

a hat. 

In the same way he is then asked to find the word a in any other 
direction. And here he can easily be taught the difference be- 
tween the word a and the letter a. And so he finds the word a by 
itself in a sentence below ; he finds the letter in several other words, 
and also in the alphabet on the right. 

If the teacher chooses at this stage he can also teach the spelling 
of the word hat, and the names of the three letters which compose 



READING 1 7 



that word. In this way the child immediately is in possession of 
three letters, and an interesting finding exercise can be used with 
these three letters. The child is asked to find these letters in vari- 
ous parts of the Chart. The teacher, taking the pointer, points to 
the letter t of some word in another part of the Chart, and asks what 
it is ; next the letter h ; next the letter a ; again to t ; to another 
t ; to a ; to h ; to a ; to t ; and so by a rapid running exercise fixes 
in the mind of the child the names and forms of these letters, so that 
they will never be lost from the memory. Here, then, the child has 
had material enough for one lesson ; and in dismissing the class the 
teacher suggests that the pupils with their slates or tablets practice 
in making these letters, and in making the words, 



a 



hat. 



If the Charts are not to be used at the next exercise, or 
whenever they are not in use, and as soon after the lesson as con- 
venient, the teacher requests the children at their seats to look at the 
word, to copy it, and to reproduce the forms of the letters as near 
as may be. 

Lesson 2. — At the beginning of each lesson there should be a 
review of what has been learned before, especially of what has been 
taught in the last two or three exercises. Having gone over this 
review, the child's attention is again directed to the picture, and 
especially to the cat in the hat. Then exercise upon the word cat 
similar to that of the word hat, and follow that by the combination 
of words, 

the cat. 

Then the letter exercise, the spelling exercise, the finding exercise 
of the letters follow, in the same way as in the first lesson, with 
repeated reviews, and the child now has probably sufficient for his 
second lesson in Reading. 



1 8 COMPLETE SCHOOL CHARTS 

Lesson 3. — This lesson takes a step in advance of the two pre- 
vious lessons, and after reviewing them, and if necessary spending a 
large share of the time upon such review, until the first two lessons 
are thoroughly understood, the teacher should instruct the child on 
the relation word in. The child has learned the word cat, and 
associated it with the object cat. He has learned the word hat, and 
associated it with the object hat. The next step is to associate the 
two objects and the two words. This is easily done by the question, 
"Where is the cat?" The answer is, The cat is in a hat. Then 
the teacher says, " Is the cat in a hat ? " and repeating the question 
several times, he first instructs the child as to the word in. 

The cat is in a hat. 
The cat is in a hat. 
In. 

Now the word in can be taught. Find it wherever it occurs on the 
Chart ; spell it ; find the letters of which it is made. Next, ask again 
the question, 

Is the cat in a hat? 
Is. 

Then teach the word is. Here also the distinction between capital 
letters and small letters is brought out. Show the difference be- 
tween the capital I and the small i. Find the capital I among the 
capitals on the left of the Chart, and the small i among the small 
letters on the right of the Chart. 

The cat is in the hat. 

There are no new words in this sentence, but there is a change 
which the child should be able to detect. Therefore, as the first 



READING 1 9 



step to learning it, the child should be taught to name each word as 
it is pointed out, in whatever order the teacher chooses. After 
thorough exercise upon the words, until the teacher is sure that the 
child knows every word at sight, let the child be required to repeat 
the sentence, 

The cat is in the hat, 

without looking at the Chart at all. Have this done over and over 
again, until the child says, 

The cat is in the hat, 

in a natural tone, with proper inflections. Then turning to the Chart 
and pointing to the words in succession rapidly, have the child read 
the sentence. As soon as possible, it should be the aim of the 
teacher that the child read a sentence as a whole rather than sim- 
ply to call the names in a broken, disconnected utterance. A fourth 
lesson, and perhaps even a fifth, could easily be had upon these 
words and sentences already learned ; and every step should be 
thoroughly mastered before any advance is made. The next exer- 
cise introduces a new picture, and also a new expression. As a first 
step the teacher should ask the question, " What do you see in this 
picture?" The first answer, naturally, will be, 

I see a cat. 

Or perhaps the answer will be simply, 

A cat. 

If so, the child should be taught to say, > 

I see a cat. 

Then pointing to the rat, " What do you see here ? " is asked. The 
proper answer will be, 



20 COMPLETE SCHOOL CHARTS 

I see a rat. 

Pointing to the mat, " What do you see here ? " 

I see a mat. 

Then referring to the picture above and pointing to the hat, " What 
do you see here ? " 

I see a hat. 

And to the cat above, " What do you see here ? " 

I see a cat. 

Then the child is asked, "Do you know the word cat?" "Yes." 
" Point to it." The child points to the word cat. " Do you know 
the words 

I see ? 

Here they are ; look at them." The teacher pointing to the words 
I see, and then to the picture of the cat, the child repeats, following 
the motions of the teacher, 

I see a cat. 

Then pointing to the words I see and the picture of the rat, 

I see a rat. 

Pointing to the words I see and the picture of the hat, 

I see a hat. 

Thus, the child makes sentences out of the combination of words and 
pictures. The next step is given to finding exercises ; spelling the 
words I and see ; finding them wherever else they occur on this 
sheet ; finding the letters in their places in the alphabet ; and also in 



READING 2 1 



various places throughout the words of the Chart ; and the child has 
taken a new step in advance, enough for another lesson. 

The next lessons should be devoted to learning the words 
rat, mat, and on. These should be learned carefully and thor- 
oughly as the other words were ; and all words previously learned 
should be reviewed in this lesson, as in every other one. The spell- 
ing exercises, the finding exercises, and the exercises on the letters 
of the alphabet should be repeated, and every step thoroughly mas- 
tered, even if two or three lessons be required to accomplish that 
result. 

The next lesson will introduce the word and ; and this affords 
the teacher an opportunity to introduce many new combinations of 
the words already learned. Pointing to the words, the child makes 
combinations of words in phrases and sentences, and thus reviews 
the matter from the beginning. 

I see the rat and the mat. 
I see the rat and the hat. 
I see the cat and the mat. 
Is the cat in the hat? 
Is the rat in the hat? 
Is the hat on the mat? 

And then the other combinations, 

A rat is on the mat. 
A rat is in the hat. 
The hat is on the mat. 



2 2 COMPLETE SCHOOL CHARTS 

The cat is on the mat. 
A cat is in a hat, etc. 

Another lesson would be devoted to another series of combinations 
like the following, based on the sentence, I see a rat on the mat. 

I see the cat on the mat. 
I see the hat on the mat. 
I see the cat and the rat. 
I see the cat and the hat. 
I see the hat and the cat. 

These should be accompanied by repeated drills upon the letters ; 
upon the words ; the finding exercises of words, letters, and combina- 
tions of letters. 

The next exercise should introduce more fully the phonic ele- 
ment and phonetic exercises. The child now has four words, hat, 
cat, rat, and mat, which with the variation of the initial letter are 
otherwise the same in formation. This gives opportunity for exer- 
cise upon the sounds of the letters. First spelling the word hat, 
h-a-t ; then giving the sound of h with at ; the sound of C with at ; 
the sound of r with at ; the sound of m with at. Another exercise 
still would be the distinctions of the words a and the in all these 
sentences. These words can be used almost interchangeably — 

A rat on the mat. 
A rat on a mat. 
A cat in the hat. 



READING 1$ 



A cat in a hat. 

I see the cat in the hat. 

I see a cat in a hat. 

All these exercises are designed to cultivate quickness of percep- 
tion and expression in the child, and to prevent anything like reading 
from memory or by rote. 

We now come to a new combination of words similar to 

I see. 

This combination is, 

It is. 

The teacher should introduce it by some such question as this : 
"What is this?" pointing to the picture of the cat. The pupil might 
answer, 

A cat; 

but the proper answer would be, 

It is a cat. 

And the teacher, without expressing any harsh criticism upon his 
abrupt answer, should teach him always to answer in the form of a 
sentence — 

It is a cat. 

Again, " What is this ? " pointing to the hat 

It is a hat. 

" What is this ?" pointing to the rat. 

It is a rat. 



24 COMPLETE SCHOOL CHARTS 

" What is this ? " pointing to the mat. 

It is a mat. 

Now the next question is, "Would you like to know the words it is 
as they look when printed ? " The words themselves should not be 
shown until the pupil has used the words and found a necessity or de- 
sire for having the words in their printed form. When once this has 
become a familiar expression the teacher can turn to Chart II. and 
show the combination of words. The first word is a new one ; the 
second word has been learned in the first exercise. But it is well, 
when combinations of this kind are made, to have them learned to- 
gether, so that the habit of the eye's grasping at once several words 
can be cultivated. No person can read well until he is able to see 
more than a single word that he pronounces at once. The person 
who can see a line ahead of his reading has one of the first essentials 
to becoming a good reader. Having this combination of words well 
in the mind of the pupil, and having practiced upon the finding of 
the letters in the alphabet and in various other words, the child has 
enough for one lesson. 

These exercises outlined with so much detail are perhaps suf- 
ficient to give the teacher the plan of the Reading Lesson Charts. 
It is better to proceed too slow rather than too fast ; and no amount 
of pains in after years can make up for the injury done to a pupil 
by rushing him through these first steps of Reading. It is believed 
that the exercises in the first five Charts, if thoroughly mastered and 
slowly and carefully pursued, will lay an excellent foundation for 
Reading, and that several weeks, or even months, might be carefully 
expended in going over all the combinations of words and sentences 
that are possible. 



PHONICS 



CHARTS VI- VII 






VI. PHONICS 



/ FOCALS, as represented in 
WEBSTER'S DICTIONARIES. 



NOTES. 



DIACRITICAL MARKS. 
Macron. • ■■. 
Dots, - • ••. 
Circumflex. t 
Wave, 

Breve. - • ^^. 
Dot, • • .. 



: -| 



Cedilla, 
Dot • 



Suspended 
Bar.. • 



'*•] X 



DIPHTHONGS. 

Every diphthong is made up of two 
elements. The first is called the radi- 
cal; the second, the vanish. 

In the diphthong these are so closely 
united and so modified as to form what 
may properly be called an elementary 
sound. 

In practice, 6rst utter the sounds 
separately; afterwards, more closely 
united, until the compact diphthong 
is formed. 



ou 
oi 
i 


= a +6b 

= a + e 


u 
a 
6 


= y.-i + oo 

= ♦ + e 
= #+6b 


• The nufaculi or a ud O an pud 

Websiera Cnabndged and Acadenu 
of Proouacuuoo, Sac ■} and 19 


Dicuooanes,— Pnodplw 






In using this chart, constant refer- 
ence should be made to the dictionary 

For the sounds of vowels in mono- 
syllables and in accented syllables, see 
Sees. 1 — 41. 

For sounds of vowels in unaccented 
syllables ending in a consonant, see 
Sec. 42. 

For sounds of vow3ls in unaccented 
syllables not' ending in 
see Sees. 43-55. 

For discussion of the 
e, en, on, ed, and el, see Sees. 57-61. 

For sounds oi' consonants, see Sees. 
62-109. 

For pronunciation of monosyllables, 
see See. 12a .. 

For principles of syllaoication, see 
Sec 129. 

For discussion of accent, see Sees. 
110-127. 



mate 
care 
far 
fast 
all 

what 
at 
eve 
met 
verge 
ice 
it 

old 
ooze 
foot 

use due 
urge 
us 
oil 
our 



li 



a 
a 
a 
a 
a 
a 

• 

a 
e 
e 
e 
I 
1 
o 

00 

66 
u 
u 
u 
oi 
ou 



e 
e 



o 

•• 
l 

I 

t 
7 

o u 

•• •• 

o u 



o 

°7 
ow 



IV 



they 
there 



or 
on 

pique 

girl 

m 7 
nymph 

do rude 
wolf put 



son 
boy 
cow 






VI. PHONICS— 1. VOCALS. 



VII. PHONICS. 



2. SmmAlS AM) ASPEAIES, as represented in 




WEBSTER'S ] 


DICTIONARIES. 


V 


VI 


VII 


VIII 


EXERCISES IN PHONICS. 


beg 


b 
d 


P 
t 


pet 

to 


The following words are to be 
spelled by sound and also written with 
the proper diacritical marks.* 


dog 


cape seem friend 
dare 6rm carry 
arc door dance 


die 
employ 


go 


£ 


k« 


kit cat 


part urge bough 
bold said build 
boy heroism could 


vowel 

renown 

beauty 


gem jug 




ch 


chat 


prove plaid rough 
ball past eye 
pause wand new 


guide 
pretty 
exact 


lame 


l 






here 6ieve oyster 
herd foot town 
urn aisle plow 
men lien view 


choir 

English 

leopard 


me 


m 






had toy rejoice 
heifer doubf buy 
task oil such 


again 
rural 
yeoman. 


no 


n 






wad joyful Dulpit 
quit owl hymn 


pique 
people 


ring ink 








wolf cue flood 


hautboy 


ngn 






our sleight knowledge alway 
toil young branch sergeant 
tube would guaranty ancient 


rat 


r 






child busy lacks 
round lock any 
joint grass murmur 


they 

sphere 

whim 


vat 


V 


f 


fat 


feud barrel soup 
type vex myrrh 
does say9 key 


sure 

anger 
singer 


wo 


w 


hw 


what 


wool scourge ought 
been soon daunt 
watch hoe snare 


rink 

tinker 

quiz 


yet ' 


7 






grasp bird great 
had heat deign 
head nor guard 


echo 
mummy 


zest as 


z § 


s C 


sit cell 


burn heart water 
mood ere chief 
smooth gauge virtue 


nation 
thither 
osier 


azure 


zh 


sh 


shut 


coquette hay sew 
oar their rude 
serge hearth occur 


gyve 
site 


this 


til 


th 


think 


theme broad bury 
fair sieze adz 
lame girl half 


g>g 

hobby 

plague 






h 


hat 


nail soul women 
bears shoe cushion 
law lurch touch 


plaque 

alien 

seek 


• 


s 


X 


tax 


father beau knew 


unique 


exist 


• For tbe proper marks and 
consul! VfcbsKr'a DtcOouufea. 


pfconle epeOtaB 


VII. PHONICS— 2. SUBVOCALS 


AND ASPIRAT 


E$. 


<*"",* "" •"*"" *" 


— .ow 



PHONICS. 



CHARTS VI, VII 

The system of pronunciation adopted in Webster's Unabridged 
and School Dictionaries is so universally followed and approved in 
this country that no set of Charts would be complete unless it had a 
key to phonic marking of the sounds of letters in the English lan- 
guage, based upon the Webster standard. Two Charts of Phonics 
are given, the one devoted to the representation of vocals and their 
marking, the other to that of sub-vocals and aspirates. 

Chart VI., devoted to vocals, also has an important column of 
notes which give the form and significations of the diacritical 
marks, a discussion of diphthongs and their elements, and a key to 
the chapter on Principles of Pronunciation as given in Webster's 
Unabridged and Academic Dictionaries. 

The diacritical marks should be studied in connection with the 
words as found in the columns on the Charts. The significance of 
the position of the diacritical marks with reference to letters should 
also be studied. In the Chart on vocals, the words in column i 
should be considered as key words which represent the use of the 
sounds presented in column 2. Column 3 shows other means of 
representing these same sounds ; and column 4 presents words in 
which these secondary forms appear. Thus, we speak of the sound 
of e in they as the sound of a. We speak of the sound of e in 
there as the sound of a in care; the sound of o in or as the sound 
of a in call ; and so throughout the Chart. The forms given in col- 
umn 2 may therefore be termed the primary forms or means of rep- 
resenting sounds to the eye ; while those in column 3 are equiva- 

29 



30 COMPLETE SCHOOL CHARTS 

lent forms of representation. As a convenient means of studying 
Phonics, every pupil in the school who has occasion to study the 
subject should be required to make a neat copy of these two Charts 
in a blank-book, or upon the two sides of a sheet of paper. In this 
way the pupils can study the sounds of the words at their seats, and 
prepare for such drill as may be required. 

Chart VII., representing sub-vocals and aspirates, is arranged 
similar to Chart VI., column 5 being made up of key words ; 
column 6 of the sub-vocal representatives ; column 7 showing the 
aspirates which are cognate with these sub-vocals ; and column 8 
showing the use of these aspirated key words. 

In connection with both Charts, the pupils should be taught 
to classify letters, and to show how many sounds each letter was 
used to represent. The exceptional forms of sub-vocal and aspirated 
sounds, and all peculiar combinations like zh, sh, wh, ng", should 
be carefully studied, so as to make them thoroughly familiar to all. 

The last column of Chart VII. presents a large number of words 
for exercises in Phonics ; and these cover every possible combination 
of the sounds of the language, so that when they are thoroughly 
mastered the pupil is a master of the subject of Phonics. Only 
three or four words should be assigned for a day's exercise, and the 
pupil should be required to analyze the words, and also to mark the 
letters with the proper diacritical marks. In the study of Phonics 
constant reference should be had to Webster's Dictionary, and each 
pupil should, if possible, be provided with a copy of Webster's 
School Dictionary of suitable grade. It is needless to say that the 
school-room itself should be supplied with a copy of Webster's Un- 
abridged Dictionary as an essential means of proper instruction in 
language. But whether an Unabridged is provided by the school 
officers or not, the teacher, for his own use, should have a dictionary 
of at least the size of Webster's Academic. No school-room should 
be considered properly equipped for any part of its work unless 



PHONICS 3 1 



it has for the use of its teacher and pupils a Webster's Unabridged, 
and every teacher should have for himself a Webster's Academic 
Dictionary. 

The drill on Phonics should occupy about five minutes' general 
exercise, two or three days of every week ; or, if possible, it should 
be a daily exercise for the whole school. The interest that even the 
youngest children will take in such an exercise as this can hardly be 
realized ; and it is one of the most satisfactory features of oral work 
in the school, when once it is well started and developed. 

An interesting exercise with the words presented on Chart VII. 
may be had for the purpose of teaching the ready use of the diction- 
ary. The teacher places upon the blackboard a list of four, six, or 
ten words, and at a given signal requests as many pupils of a certain 
class or grade to open their dictionaries — the first to find the first 
word ; the second, the second word ; and each his own word in suc- 
cession ; and as fast as the words are found, each one to close the 
book with his finger at the place. The object of this exercise is to 
give pupils practice in ready use of the dictionary as a reference 
book. A habit of this kind, well formed, is almost invaluable, as a 
great deal of the difficulty in after life experienced in the use of the 
dictionary comes from a lack of facility in making references. In 
the appendix to the dictionary are also found several different 
classified groups of names arranged alphabetically. It would be an 
excellent exercise to take a list composed of say five words in all, 
one to be found in the body of the dictionary, one in the list of 
proper names, one in the list of geographical names, one phrase from 
another language, etc., and have the pupils practice finding these 
words in their proper places. The great majority of pupils, and, we 
believe, also the great majority of teachers, have very little concep- 
tion of the vast fund of information that is to be found within the 
pages of Webster's Unabridged. 

Webster's Unabridged Dictionary gives and defines 3,000 more 



32 COMPLETE SCHOOL CHARTS 

words than any other American dictionary. It contains more than 
118,000 different words and meanings. Of all these words, not 
only the proper spelling, pronunciation and common meanings are 
given, but the sources from which each word came into our lan- 
guage ; its changes of form ; its proper combinations with other 
words ; its grammatical peculiarities ; its growth and development 
by use ; its obsolete meanings ; its less usual but still frequent 
meanings ; its technical meanings in science or the arts ; and, 
when useful, its synonyms, and the nice distinctions between it and 
other words of similar meanings. Thousands of pictorial illustra- 
tions, and tens of thousands of illustrative quotations from the lit- 
erature of the English language, are employed to make all these 
things plain to every mind and easily understood. 

This is not all. It contains a compact history of the English 
language ; an illustrative essay on the principles of pronunciation, 
with rules, and a list of 1,200 words differently pronounced by dif- 
ferent authorities ; an essay on the principles of orthography, with 
rules, and a list of over 5,000 words differently spelled by different 
dictionary-makers ; a list of 4,000 scriptural proper names, with 
their correct spelling and pronunciation ; a list of 1,500 Greek 
and Latin proper names, with their pronunciation ; a pronouncing 
biographical dictionary containing the most important facts about 
nearly 10,000 noted persons ; a gazetteer of the world, containing 
the names, properly spelled and pronounced, of 25,000 countries, 
cities, towns, seas, lakes, rivers, mountains, islands, etc., with their 
locations and brief descriptions, and other features besides. 

Such a dictionary is a helper indeed — " a library in itself," and 
the key that unlocks the best that is in every other book. It will 
make the weekly newspaper more interesting, and the learned vol- 
ume more instructive. Once possessed, it becomes indispensable. 



PENMANSHIP 



CHARTS VIII-X 



VIII. PENMANSHIP— 1 




' \ _! 




7222^S22Z_IZS 



Z 




2ZZ_^_2 




VIII. PENMANSHIP— 1 



IX. PENMANSHIP— 2. 




IX PENMANSHIP— 2. 



X. PENMANSHIP— 3. 




X. PENMANSHIP— 3 



PENMANSHIP. 

CHARTS VIII., IX., X. 

These three Charts are designed to give a full and comprehen- 
sive analysis of Spencerian writing. This system, which is the most 
perfect ever developed, and upon which are based all other systems 
of writing, is here made so plain and simple that there need be no 
difficulty in teaching it with complete success. 

Chart VIII. presents a diagram of angular measure used in 
writing to regulate the slant of the letters and their elements. 
On this Chart also are presented, each by itself, the seven principles 
which make up the analysis of the Spencerian System. These prin- 
ciples are as follows : First principle, the straight line ; second prin- 
ciple, the right curve; third principle, the left curve; fourth principle, 
the loop ; fifth principle, the direct oval ; sixth principle, the indirect 
oval ; seventh principle, the capital stem. There is also shown the 
manner in which the principles unite, either by angles or by turns 
or curves. On this Chart also is the analysis and spacing of the fol- 
lowing letters : i, u, w, n, m, v, x, o, a, e, c, r, s, t, d, p, q. 
These letters are all constructed from the first three principles in the 
Spencerian System, and the words given below, man and eat, show 
all the methods of combination of the letters in words. The numer- 
als, 0, I, 2, 3, 4, 5, 6, 7, 8, 9, are also presented in their correct 
forms and spacing. And last of all we have a diagram of the hand 
showing the correct position in pen-holding, the hand being ex- 
hibited in the front view and rear view. 

Chart IX. presents in their order the rest of the small let- 
ters — 1, b, h, k, j, f, y, q, z. These letters are all formed by com- 
binations of the first four principles of the Spencerian System. From 

33 



PENMANSHIP 39 



this it will be seen that the entire alphabet of small letters is based 
upon the first four principles and their combinations. Following 
these single letters are presented combinations of the letters in the 
words dog, wrap, size, flock, hive, jay, box, aqua. These 
two Charts, i and 2, thus present all the small letters and their com- 
binations. Teachers who prefer to introduce script exercises at an 
early grade will find these words of great service in teaching correct 
forms and combinations of letters. 

Chart X. presents all the capital letters, grouped according to 
their formation. Those based upon the fifth principle, the direct 
oval, come first, and are four in number — O, C, D, E. Those based 
upon the sixth principle, or indirect oval, follow next, and are eight 
in number — X, Q, Z, W, V, U, Y, J, I ; and those based upon the 
seventh principle, the capital stem, thirteen in number — T, F, A, N, 
M, H, K, L, S, G, P, B, R. It is an excellent exercise occasion- 
ally to require the whole school to recite from the Chart thus : 

Pointing to a letter as capital O, the teacher inquires what prin- 
ciple it contains. 

The answer is, "The fifth principle, or direct oval." 

Pointing to the letter V, it is shown to be made up of the sixth 
principle, or indirect oval ; the lower turn ; the second principle, or 
right curve ; the third principle, or left curve. 

The letter i is likewise analyzed, as made up of the second 
principle connecting with the first principle by the upper angle, which 
in turn connects with the second principle again by the lower turn. 
Thus, the teacher taking the crayon at the blackboard, in making the 
letter i, at the first stroke says, " first principle ; " stopping at the 
upper angle, he makes the down-stroke, "s^pond principle ; " making 
the lower turn, he proceeds again with the upward stroke, and says, 
" second principle ; " or, more briefly, taking the i, counting as each 
stroke is made, " second, first, second ; " the letter u, " second, first, 
second, first, second;" the letter n, "third, first, third, first, third, 



4<D COMPLETE SCHOOL CHARTS 

first, third ; " the letter a, " third, third, second, first, second ; " the 
letter e, "second, third, second," etc. 

In every school there should be daily exercises in writing. Wher- 
ever possible, regular copy-books should be used, and these should be 
of the several grades adapted to the different degrees of advancement 
of the pupils. The exercise in writing should occupy a specified 
time each day, and during this time the youngest children should 
also be taught to write upon their slates. No child is too young 
to begin making the script forms of letters ; and a great deal of time 
is wasted by the younger pupils that might be more profitably em- 
ployed in script work. During the writing exercise the Charts should 
be opened before the school. While there should be careful criticism 
upon the writing of the children, it is best that each lesson have in 
view some particular letter or combination of letters. If the teacher 
is emphasizing the elements, the slant, or the combination of letters 
in words, the Charts should be opened to Chart VIII. If the 
special lesson is in regard to the extended letters, or extended and 
the small letters, the Charts should be opened at Chart IX. If 
the capitals are the important thing that the teacher wishes to make 
clear and accurate, then the Charts should be opened to Chart X. 
Careful attention should be given to the slant of the letters as shown 
in the diagram at the upper left-hand corner of Chart VIII. It 
will be seen that there are two degrees of slant, and the teacher 
should show which lines should follow the one and which lines should 
follow the other. All good writing depends upon three things : 
correct position of the hand and body ; correct holding of the pen ; 
and correct movement. All other objects are secondary to these. 
For instance, while rapid writing is desirable, it is only desirable in 
so far as rapidity can be secured with good form. There is no one 
thing that so fully recommends a teacher or a scholar as the ability 
to present his thoughts in a neat, compact form, and in a good, 
legible handwriting. 



DRAWING 



CHARTS XI -XII 



XI. DRAWING— 1. sanmvm 




COMBINATIONS OF SQUARES AND OBLONGS. 





TTIF. SAME APPLIED TO OBJECTS. 



^ a ts 









COMBINATIONS OF TRIANGLES AND POLYGONS. 
I 




w. 





M. DRAWING— 1. 



XII. DRAWING-2. ccryeb urn 




XII. DRAWING— 2 



DRAWING. 

CHARTS XI, XII 

The two Charts of Drawing are devoted, respectively, to straight 
lines and their combinations, and curved lines and their combina- 
tions. The old proverb of the drawing books is, "Whoever can 
learn to write, can learn to draw ;" and in modern schools the truth 
of this statement is pretty well established. 

Under straight lines and their combinations we have upon 
Chart XI. twenty-eight different figures. Each one of these should 
occupy the attention of at least one day's work in class drawing 
exercises. It may seem very simple to draw four parallel perpendic- 
ular lines, such as are represented in Exercise i ; or four parallel 
horizontal lines, as shown in Exercise 2 ; but there are very few chil- 
dren who will learn to make these lines with accurate spacing, correct 
proportion, and perfect parallelism after many times trying. Pro- 
ceeding from the straight lines, the next exercise is right-angle trian- 
gles, and then the square, followed by diagonals and combination 
figures. It is well, wherever there are any combinations of lines which 
make up a complex figure, first to establish the guide points, and 
then to fill in the lines. Take, for instance, figures 14, 15, 16, and 17. 
All these are either triangles or the more complex forms based upon 
triangles ; and it is necessary first of all to establish the guide points 
of the triangle. For instance, in figure 15, after the extreme points 
of the triangle are located, they should be connected by dotted lines ; 
then these dotted lines should be divided at their middle points. 
These middle points being connected by other dotted lines with the 
opposite angles, all the elements of construction are at once in the 
possession of the child, and it is a simple thing to carry out the con- 

45 



46 COMPLETE SCHOOL CHARTS 

struction of the figure as given in the copy. The same is true of 
figures 1 6 and 17. Figure 18 is based upon the square and its 
diagonals ; and the result is an octagon formed by connecting certain 
points which can easily be laid down on the main lines of the square 
and its diagonals. The same is true of figures 19 and 20. Figures 
21 and 2\a are ornamental designs. They consist of the repetition 
of the simple elements either in the square or oblong figure. The 
pupils should be required to make original designs similar to these, 
and to exercise their ingenuity in combinations of simple forms. In 
the work thus given it is very important that the teacher should im- 
press upon the child the value of simplicity. A figure is not more 
beautiful because it consists of a greater number of lines. A simple 
curve may be much more beautiful than a mass of curves which have 
no connection with one another and are thrown together without 
reason. The same is true of any other combination of drawings. A 
few simple lines put together with reference to some true principle 
of design will become a thing of artistic beauty ; while a great com- 
plexity of angles and curves may be simply repulsive. 

Chart XII. is made up of figures largely consisting of curved 
lines and their combinations, and curved lines in combination with 
straight lines. The upper half of this Chart shows these combined 
in ornamental figures ; while the lower half shows curved and straight 
lines applied to objects. Here, as in the case of the preceding Chart, 
it is necessary first to determine certain guide points, and after these 
are established the filling in of the figure becomes a much simpler 
matter. The ornamental designs are seen to be based, to a consider- 
able extent, upon triangles and squares and their diagonals, connect- 
ed by curved lines ; while the objects also, in many cases, reduce to 
the simple rectangular form as the base upon which the design is 
drawn. This is true of the objects represented in figures 16, 17, and 
18, which are all based upon rectangular forms. 

These two Charts, with their fifty-six different exercises, will fur- 



DRA WING 47 



nish to the school many delightful hours of recreation and instruc- 
tion ; and it is an excellent plan, when scholars have been especially 
diligent in study, to devote five or ten minutes at the close of school, 
or just before recess, to the drawing of some object upon slate or 
paper, perhaps to encourage the spirit of friendly competition in the 
matter of excellence. The skillful teacher will find various ways in 
which to do this, both to the advantage of the pupil and to the pro- 
motion of the good order and spirit of the school. 

But the teacher, after a season or two, perhaps even before the 
expiration of the first term in which he has faithfully tried to make 
use of these suggestions in Drawing, will find the need of a broader 
and more complete course on the subject. To such we would say 
that no system of charts or manual of this character can do more 
than suggest the most rudimentary work in Drawing. These lessons 
will serve to create a taste, and to inspire the teacher and pupil with 
a relish, for the subject, and a desire to enter more thoroughly upon 
its study ; but that is the most that we can expect. 

Whenever it is possible, after a month or two of practice with 
the Drawing Charts, the subject of Drawing should be regularly and 
systematically introduced into the school course. This, at least, 
should be the case with the older pupils of the school. 

To teachers who have thus cultivated a taste or desire for more 
thorough training in Drawing, we can most heartily commend the 
system of instruction embodied in White's Industrial Drawing — Re- 
vised. This system is the simplest, the most practical, the most 
complete, and the most easily taught, of all with which we are ac- 
quainted. The series is complete in eighteen books, containing only 
such work as is directly educational in its character, and which leads 
without waste of time to such a knowledge of the subject as is essen- 
tial to every artisan, and to every person employing skilled labor. 
Each book is complete in itself, requiring no cards, exercise books, 
or manual to supplement it. Beginning with the lowest work of the 



48 COMPLETE SCHOOL CHARTS 

first year of school life, the books are numbered consecutively from 
Number i upward to Number 18. 

Form, the language of form, and the different modes of form- 
representation, are logically taught ; while the aesthetic side of the 
subject of Drawing receives proper attention through the skillful 
treatment of decoration or enrichment. The lessons are so clear 
and so full of suggestion that they cannot fail to prove of great 
value, not only to pupils, but also to teachers. 

It is of even more interest to teachers to know that each book is 
also complete in itself, in that it does not require any manual or out- 
side help to enable the teacher to carry on a full course of instruc- 
tion. At every step the simple and necessary direction is found, 
which will enable the teacher of average intelligence to guide his 
pupils to the performance of their tasks as laid down in the book. 

But to return to our Charts. The pupil who only learns to draw 
the figures laid down on the two sheets of exercises has gained a 
skill which cannot fail to be of service in all his after life. He will 
not be an artist, but he will be a better man in every calling in life 
for having to some degree mastered and utilized the powers of his 
hand and eye. He will make a better farmer or mechanic for this 
skill. If he is to be a blacksmith or carpenter, it will serve him in 
good stead. And in all the higher departments of trained labor or 
artisanship he w T ill find these rudiments of manual training of the 
very highest value and service. 



ARITHMETIC 



CHARTS XIII.-XV 



XIII. ARITHMETIC— 1 



LINES. ANGLES. 














PLANE FIGURES. 














/ 


/ 


1% 


y 


/ 


\ 


*!-"■ 




R*».,». 








n^,^ 









/ 









¥ 



-F 









XIII. ARITHMETIC—!. MATHEMATICAL FORMS. 



XIV. ARITHMETIC— 2. 



8 | 




GOVERNMENT SYSTEM OF LAND SURVEYS. 











ABBREVIATIONS, ] 


Etc. 




@ 


At 


Dft. 


Draft 


Int. 


Interest 


%ov Acc't 


Account 


Disc't 


Discount 


Mdse. 


Merchandise 


Am't 


Amount 


Do. 


The same 


Net 


Without disc't 


BaL 


Balance 


Doz. 


Dozen 


No. 


Number 


BbL 


Barrel 


Dr. 


Debtor 


Pa^t 


Payment 


Bo't 


Bought 


Exch, 


Exchange 


Pd. 


Paid 


Bv L. BiU of Lading 


Pol. 


Polio 


Per 


By 


^or Pr. ct. 


Per cent 


Pwd. 


Forward 


Prem. 


Premium 


Co. 


Company 


FYt 


Freight 


Prox. 


Next month 


Cr. 


Creditor 


Ins. 


Insurance 


Rec'd 


Received 


Com. Commission 


Inst. 


This month 


Ult. 


Last month 


XIV. ARITHMETIC 2. 




c ^""" , " wo ^-* a —' 



XV. ARITHMETIC— 3 



DECIMAL 
NOTATION 



MULTIPLICATION & DIVISION. 




FRACTIONS. 




! l 


2 


3 


4 


5 


6 


7 


8 


9" 


10 


11 


121 


1 2 


4 


6 


8 


10 


12 


14 


16 


18 


20 


22 


24 


! 3 


6 


9 


12 


15 


18 


21 


24 


27 


30 


33 


36 


1 4 


8 


12 


16 


20 


24 


28 


32 


36 


40 


44 


48 


5 


10 


15 


20 


25 


30 


35 


40 


45 


50 


55 


60 


6 


12 


18 


24 


30 


36 


42 


48 


54 


60 


66 


72 


i 7 


14 


21 


28 


35 


42 


49 


56 


63 


70 


77 


84 


1 8 


16 


24 


32 


40 


48 


56 


64 


72 


80 


88 


96 ! 


1 9 


18 


27 


36 


45 


54 


63 


72 


81 


90 


99 


108 


10 


20 


30 


40 


50 


60 


70 


80 


90 


100 


110 


120 


; 11 


22 


33 


44 


55 


66 


77 


88 


99 


110 


121 


132 


12 


24 


36 


48 


60 


72 


84 


96 


108 


120 


132 


144j 



DRILL EXERCISES. 



15 

14 

13 

12 

11 

10 

9 

8 

7 

6 

5 

4 

3 

2 

1 



A 


B C 


D E F 


G H 


I 


J K L M N P 


l 


3 3 


4 4 4 


5 


2 


9 3 8 2 19 1 


2 


3 3 


4 4 4 


5 9 


6 


17 3 6 2 6 


2 


3 3 


4 4 4 


7 8 


6 


7 5 6 4 5 3 5 


1 


3 3 


4 4 4 


5 


4 


9 3 8 2 19 1 


2 


3 3 


4 4 4 


5 9 


6 


17 3 6 2 6 


2 


3 3 


4 4 4 


6 5 


7 


6 8 7 9 8 15 


2 


2 1 


3 2 1 


4 5 


4 


4 3 4 5 2 3 7 


3 


5 3 


2 2 1 


1 9 


9 


8 8 7 7 6 6 


2 


5 1 


3 9 2 


8 1 


7 


9 6 8 7 4 2 


3 


4 5 


1 4 2 


5 3 





7 2 6 1 5 9 7 


4 


3 


8 7 3 


8 4 


9 


5 16 2 3 8 





6 2 


2 9 3 


1 4 


2 


4 3 6 7 5 6 


2 


8 1 


6 5 7 


9 7 


8 


8 8 1 7 9 7 


5 


5 7 


6 7 5 


6 4 


5 


9 2 2 1 9 5 


4 


2 4 


7 3 2 


8 


9 


7 2 8 3 9 4 9 



XV. ARITHMETIC 3. 



ARITHMETIC. 

CHARTS XIII., XIV., XV. 

Chart XIII. presents the ordinary forms used in Arithmetic 
— lines, surfaces, and solids. The lines and surfaces have been 
brought out and made familiar to the pupils in the Drawing exercises 
of which we have spoken just now ; but it is always well to have the 
knowledge of both teacher and pupil systematized, so that objects 
and forms which are classified together shall be learned in regular 
order and connection. 

The definitions of the various lines, angles, and plain figures 
should be impressed upon the children, and they should be taught 
to construct them upon their slates or upon the blackboard readily, 
whenever called upon so to do. 

Under the head of lines, teach the distinction between straight 
lines and curved lines ; teach parallel curved lines, parallel straight 
lines, vertical lines, and horizontal lines. 

Under angles, teach acute angles, right angles, and obtuse 
angles. 

Classify triangles into equilaterals, scalenes, isosceles, and right- 
angled triangles. 

In this connection it is easy to show children a great many facts 
in form, and the arithmetical principles of form, without necessarily 
waiting until the subject of mensuration is reached in the ordinary 
course in arithmetic. 

By various experiments, and by forms cut out of paper, it is 
easy to illustrate the fact that the sum of the three angles of any tri- 
angle is equal to two right angles. 

The other fact, that the sum of the squares of the base and 

54 



ARITHMETIC 55 



perpendicular of a right-angled triangle is equal to the square of 
the hypothenuse, can also be illustrated by a few examples, and the 
child in that way be taught a truth that should not be associated 
with the severer work of arithmetic or geometry, but be simply the 
result of a few experimental examples. 

It is desirable to make these matters of form, and the simpler 
principles of angles, as plain as possible to all the children of the 
school ; and the teacher need not consider himself unphilosophical 
or lacking in judgment if he finds that many of his children, even 
of the younger classes, are daily picking up items of information 
and knowledge that are in the ordinary course of study considerably 
beyond their place in school. In the same way the facts in regard 
to the areas of squares, rectangles, and parallelograms may be easily 
taught to the younger classes of the school. 

Wherever it is possible, exercises of this kind can be made 
general ; and all the children who can glean items of information 
or instruction should be encouraged to give attention to everything 
of this kind. 

The forms of solids, with their names, and the facts in regard to 
the solid contents of cubes and rectangular solids, may be learned by 
the majority of the school. 

Familiar facts in regard to the nature of cylinders, cones, prisms, 
and spheres may be used to illustrate the more complex forms. 

Chart XIV. has diagrams illustrating the principles of square 
root and cube root. If the school is provided with blocks for the 
illustration of cube root, there is a great advantage in their use ; but 
these figures serve a very excellent purpose, supplying the place of 
the cube-root blocks if they are not to be had. This subject is so 
thoroughly illustrated in the best arithmetics of the present day that 
the teacher does not need any assistance in making the use of the 
illustrations clear to the school. 

In nearly all the. Central and Western States, and in some of the 



56 COMPLETE SCHOOL CHARTS 

Southern States, the Government system of Land Survey is in vogue ; 
and perhaps in the majority of the States the system is in exclusive use 
for describing the location of lands for the purpose of transfers of 
real estate. It is therefore very necessary that pupils understand 
the Government system of Land Survey. Even in the Eastern States, 
where the system is not in use, it is also necessary, because of the large 
investments that are constantly being made in Western lands, and 
the loans of money upon such lands, and the fact that in every com- 
munity in the East there are many persons who have friends living 
in the West, and whose property interests require them to be familiar 
with this system of land description. A few facts may be of value 
to the teacher in giving instruction in this subject. 

The present system of land survey was adopted in the year 
1786. Thomas Jefferson is generally credited with its authorship. 
The Government Land Surveys are not extended across Indian 
Reservations, nor over any lands which are not the property of the 
United States. This will account for the fact that the system is not 
applied to those States and parts of States which became largely 
settled, or where lands became private or State property, before the 
adoption of this system in 1786. 

The public lands, except in the case of those surveyed by the 
old French or Mexican authorities, are generally laid out in town- 
ships or sections. These townships or sections are designated by a 
simple and uniform system of numbering. 

A township is divided into 36 sections, each one mile square, as 
nearly as may be. 

A section contains 640 acres. 

All sections are numbered, beginning with Section 1 in the 
northeast corner of the township, the numbers running alternately 
west and east. This numbering is shown on the diagram of a town- 
ship on Chart XIV. 

The sections are divided into halves, quarters, eighths, and six- 



ARITHMETIC 57 



teenths. The diagram of a section on the Chart shows the way of 
dividing and designating these different parcels of land and the num- 
ber of acres contained in each. 

In making surveys of a large section of the country a principal 
Meridian is adopted, and one or more base lines upon this Meridian 
are established ; and the townships are designated by their position 
with reference to the point where the base line intersects the Merid- 
ian ; and their position with reference to both the base line and the 
Meridian. 

A township may be on the principal Meridian, or one, two, or 
more townships east or west of the principal Meridian. 

It may also be on the base line, or one, two, or more townships 
north or south of the base line. 

Thus, a township w T ould be described as Township 5 south of 
range 4 west of the principal Meridian ; which means that the town- 
ship is the fifth township south of the base line, and is in the fourth 
range of townships west of the principal Meridian. In brief de- 
scription this would be written T. 5S., R. 4W. 

Generally speaking, each State or Territory which is surveyed 
has its owm principal Meridian, but in a few cases the same principal 
Meridian answers for two States ; and also in a number of cases there 
are two or three principal Meridians for different parts of a single 
State. 

A township is six miles square, and consequently contains 36 
square miles, or 23,040 acres. Its boundaries are Meridians on the 
east and west, and parallels of Latitude on the north and south. 

After the close of the Revolutionary War the eastern colonies — 
that is, the thirteen original States — surrendered to the General Gov- 
ernment their several claims to the lands north of the Ohio and west 
of Pennsylvania as far as to the Mississippi. Connecticut, however, 
at the same time retained the northeastern corner of Ohio, now 
called the Connecticut, or Western, Reserve. Virginia also reserved 



58 COMPLETE SCHOOL CHARTS 

a large tract in the southern part of Ohio until about the time of 
the admission of that State to the Union. Georgia relinquished 
her claim to Alabama and Mississippi. Subsequently Florida, the 
Louisiana Purchase, Texas, California, and Arizona were acquired 
either by treaty or by purchase. In nearly every case all those lands 
which at any time belonged to the General Government after the 
year 1786 were surveyed and sold under the township system of 
Land Surveys. 

It is a fact which will interest all pupils that in the devising of 
this system of Surveys the General Government made ample pro- 
vision for the support of public schools, and the establishment of a 
State School Fund, in all the newer parts of the country. For this 
purpose lot 16 of every township, containing 640 acres, was by the 
Act of 1786 set apart for the maintenance of public schools, to be 
available only after the admission of the State into the Union. By a 
further law adopted in 1852, two sections, 16 and 26, in every town- 
ship which at that time was still held as Government land, were given 
to the school fund. These sections are called "school sectio?is" and 
the proceeds of the sales of such lands are devoted exclusively to 
the maintenance of public schools. 

On this Chart are also found numerous abbreviations, and terms 
used in business. An excellent exercise for varying the writing les- 
son or the spelling lesson would be the copying of these abbrevi- 
ations, together with the signification of each ; or the writing of the 
same from dictation. 

Chart XV. presents two tables. One the ordinary table of 
Multiplication and Division ; and another, a table of drill exercises 
in numbers. 

It will be noted that the table of Multiplication and Division 
has diagonally running through it from the upper left-hand corner 
to the lower right-hand corner the squares of the numbers from 1 to 
12. These are printed in larger type, so as to be clearly seen. 



ARITHMETIC 59 



Children should be required, from time to time, to construct a 
Multiplication table like this upon their slates. The younger chil- 
dren can construct one up to 3 times 3, 5 times 5, 6 times 6, or 10 
times 10 ; while the older pupils should construct up to 12 times 12, 
and should also be encouraged to go further and make a table upon 
the same plan as high as 25 times 25. This will be a most excellent 
exercise for the familiarizing of pupils with the higher combinations 
of numbers. 

This table is also of value for the purpose of rapid drill exercises 
in Multiplication and Division. 

With a class of children before the Chart, the teacher should 
rapidly point out one number after another in the margin and require 
the pupils to give the product of each number so pointed out with 
some constant number, as 2 or 5 or 8 or 10. This makes a quick 
drill exercise in multiplication which will be valuable. 

For an exercise in division, in the same way, take the column 
which is headed, say, by 7. Let the teacher point out, skipping from 
one number to another without observing the regular order, and 
require the pupils to give the quotient of each number so indicated 
divided by 7. Teacher points to 77 ; pupil instantly says, 11. 
Teacher points to 63 ; pupil says, 9. Teacher points to 45 ; pupil 
says, 5. 

Taking the column of 9's, the teacher points to 90 ; the pupil 
says, 10. Teacher points to 63 ; pupil says, 7. Teacher points to 36 ; 
pupil says, 4. 

There should be no delay in making answers, and rapidity of 
calculation is the great thing to be sought after in such drill exer- 
cises. 

The regular table of drill exercises given in the lower half of 
this Chart is capable of a great variety of uses. It will be seen that 
the exercises vary in difficulty ; and also introduce nearly every 
possible combination of numbers. The table is divided by horizon- 



6o COMPLETE SCHOOL CHARTS 

tal and vertical lines into groups ; and it will be seen that some of 
these groups are adapted for the first exercises, and others for more 
advanced exercises. 

For the youngest pupils, the upper half of column A furnishes 
beginning exercises in numbers. 

Follow these by the upper half of columns B and C ; and then 
proceed with the upper parts of D, E, F, G, H, and I, until all the 
combinations of numbers are involved. 

Then take the lower halves of the columns. 

Follow these by the whole column. 

Require the pupils to add the numbers beginning at the bottom ; 
also to add the numbers beginning at the top. 

Results only should be named. For instance, if the exercise is 
the upper part of column B, as the teacher points to the numbers in 
succession beginning with 2 the child says, 

2, 5, 8, II, 14, 17, 20. 

The same way with column C — 

I, 4, 7, IO, 13, 16, 19. 

Afterward, the pupils can simply be required to add, without the 
teacher pointing out the numbers in succession. Various examples 
can be given the children from this Chart for work at the seat. One 
pupil can be required to copy and add columns G, H, I, from line 
15 to line 10. Another pupil to add columns D, E, F, from line 8 to 
line 3. Larger examples may be given from columns J to P, involv- 
ing two, three, or more, to all of the fifteen lines of numbers ; by 
which means a very large example may be had. In subtraction, the 
pupil may be required to give the difference between each number 
in a column and some fixed number. Take, for instance, in column 
A ; let the pupil be required to give the difference between each 
number in the column and 6. Beginning at the foot of the column, 
he reads rapidly the results, as follows : 



ARITHMETIC 6 1 



2, i, 4, 6, 2, 3, 4, 3, 4, 4, 4, 5, 4, 4, 5. 

This exercise can be extended to all the columns and stating the 
difference between each number and any number from 1 to 20. Ex- 
amples in subtraction for the slate can be easily constructed in the 
same way. With the Chart open, the teacher can take columns G, 
H, I. Taking each pair of numbers, as 502, 596, require the pupil, 
on his slate, to subtract the smaller from the greater. The number 
of different examples which can be constructed in this way from this 
table is practically infinite, and no two pupils will have the same 
exercises. 

For exercise in multiplication some constant multiplier can be 
used, and the product of each number in the column with that mul- 
tiple be found ; or a similar product with each number in the differ- 
ent horizontal lines. Take, for instance, the constant multiplier 6 
with the numbers in column D. Beginning at the foot, the pupil 
may be required rapidly to state simple results as follows : 
42, 36, 36, 12, 48, 6, 18, 12, 18, 24, 24, 24, 24, 24, 24. 
For an exercise in division, taking 20 as a constant dividend and 
column G as the column of divisors, beginning at the foot we would 
have the following quotients and remainders : 

2 and 4 over ; 3 and 2 over ; 2 and 2 over ; 20 ; 

2 and 4 over ; 4 ; 2 and 4 over ; 20 ; 5 ; 3 and 

2 over ; 4 ; 4 ; 2 and 6 over ; 4 ; 4. 

For slate exercises in long division each line in columns G, H, I, 

may be considered as dividend, and each number in columns J, K, 

divisor. Thus, we shall have the following examples for practice : 

502 divided by 93 ; 

596 divided by 17; 

786 divided by 75 ; 

etc. Longer examples still would involve the columns J, K, L, M, 



62 COMPLETE SCHOOL CHARTS 

N, O, P, for dividend, and columns G, H, I, for divisor. Thus, we 
would have : 

Dividend, 9,382,191 ; divisor, 502. 

Dividend, 1,703,626; divisor, 596. 

Dividend, 7,546,532 ; divisor, 786. 

Each line of these numbers of nine figures may be considered as a 
dividend, and any two or three figures a divisor, thus affording hun- 
dreds and thousands of exercises in division. 

This Chart also furnishes excellent exercises in enumeration. 
Each one of the lines may be considered as a single number or quan- 
tity, and so enumerations of tens, hundreds, thousands, tens of thou- 
sands, hundreds of thousands, millions, etc., to billions and trillions, 
may be easily practiced by the aid of this single drill table. 

Examples in percentage may also be given in various ways. 
Taking columns J, K, L as a base of percentage, 

Find 10% of 938 ; 

5% of 1 70 ; 

1% of 756 ; 
5% of 938 ; 

20% of 687 ; 

25% of 434; 

Or any four or five columns may be considered dollars and 
cents. Take columns J, K, L, M, N, and 

Find 6% of $938.21 ; 
7% of $170.36; 

5% of $756.45 ; 



ARITHMETIC 63 



Or under interest, 
What is the interest for 3 years and 5 months on 
$93.82 at 6%; 
On $17.03 at 7% for one year. 

Pupils naturally lean upon the answers to problems given in 
their text-books. For this reason they need a large number of 
problems from outside sources without answers ; and such prob- 
lems should be given under each case or subject studied. If the 
teacher makes up these problems it will require time and much space 
upon the blackboard. This time and space can with difficulty be 
spared, and so the outside drill is usually neglected. Here comes 
in, then, the great value of drill exercises based upon a convenient 
drill table. 

Children may be taught to construct examples from this Chart, 
and these examples can be given to other pupils for further practice. 
The exercise should be daily, or oftener, almost hourly. Whenever 
the school is dull or restless or noisy, and conditions seem uncom- 
fortable, an exercise of two, three, or five minutes, devoted to a stir- 
ring drill exercise in numbers, brushes the cobwebs from the minds 
of the pupils, starts the blood to circulating in the right direction, and 
makes them ready again to begin the earnest work of study and reci- 
tation. There should be no slackness, no lagging, no abatement of 
interest. Every child should be kept up to the mark, with mind ac- 
tive and eyes intent, to follow the teacher as rapidly as he works 
through the process of dictation. 

We have given quite at length suggestions as to methods of 
using the Arithmetic Charts. In general there is nowadays a ten- 
dency to work up original matter for instruction in Arithmetic. 
There was a time when teachers depended entirely upon the text- 
book for their guidance in this subject ; but now in this branch, as 



64 COMPLETE SCHOOL CHARTS 

well as in all others, the individual teacher counts for more and 
more. Not that we must do without text-books : he will probably 
use more text-books rather than fewer ; but he will not consider that 
it is necessary to have a new text-book every time he desires to pre- 
sent or develop a new method. Formerly any one who had a new 
idea, or a single new method, immediately thought himself justified 
in becoming the author of a new text-book. The better teacher of 
to-day puts his method into use in his own school, develops a dozen 
others to go with it, works it out thoroughly, passes it on to his 
fellow-teachers at the Normal School and the Institute, everywhere 
where he can make it of service to his pupils or his fellows. He 
adapts the text-book to his methods. He seeks the book that is 
most in sympathy with his own ideas, but beyond that he maintains 
his own thoughts and plans, and is broader than any one author or 
book. 

So the teacher in using the Arithmetic material found in the 
Complete School Charts will seek by it to supplement the 
work of his text-book, to extend it and broaden it. The best 
that can be said of any series of text-books is that they do not 
hamper or impede the development of the best teaching talent and 
individuality by any absurdities of practice which they import into 
the school. This has been one of the chief merits of Robinson's 
Series of Mathematics, and reflects credit upon their authors, Dr. 
Robinson and Mr. Fish. In these books there is plenty of sugges- 
tion, but there is no assumption of absolute control of the teacher's 
methods of work. It is the aim of these, and of all properly made 
text-books, not to limit the teacher, but rather to be constantly sug- 
gesting examples and methods drawn from sources outside the text- 
book. 



UNITED STATES HISTORY 



CHARTS XVI-XVIII 



XVI. U. S HISTORY-1. 







SETTT.KMENT AJSTD ADMISSION OP THE STATES. 





STATE.. 


BT WJ30M SETTLEa 


WHEBE SETTLEa 


WUEB 

rana 


ma 


STATE. 


BT WHOM SETTLEa 


WHERE SETTLEa 


llll 

SEItlll 


• 


New Hampshire 


English Colonists 


Dover 


1623 


1817 


Mississippi 


French 


Natchez 


1716 


° 


Massachusetts- 


English Puritans 


Plymouffl 


163Q 


18J8 


Xliinois- 


French 


Kaskaskia 


1720 


c 


Rhode Island 


From Massachusts 


Providence 


1696 


1818 


Alabama 


French 


Mobile 


1711 


" 


Connecticut. 


From MassadrasTs 


HaMfortf 


1635 


1820' 


Maine 


From Massachus'ts 


Saco. 


1622 


B . 


New York 


Dutch 


Manhattan 


1614 


1820 


Missouri 


French 


St Louis 


1764 


° 


New Jersey 


Dutch 


Bergen 


1620 


1836 


Arkansas 


French 


Arkansas Post 


1685 


c 


Pennsylvania 


Swedes 


Chester 


1638 


1637 


Michigan 


French 


Detroit 


1701 


• 


Delaware 


Swedes 


Wilmington 


1638 


1845 


Florida 


Spaniards 


St. Augustine 


1565 


• 


Maryland 


English Catholics 


St. Mary's 


1634 


1845 


Texas 


Spaniards 


Matagorda Bay 


1685 


• 


Virginia 


English Cavaliers 


Jamestown 


1607 


1846 


Iowa 


From New England 


Burlington 


1R33 




North Carolina 


English 


Albemarle 


1663 


1S4S 


Wisconsin 


French 


Green Bay 


1745 




South Carolina 


English 


Charleston 


1670 


1850 


California 


Spaniards 


San Diego 


1769 


• 


Georgia 


English 


Savannah. 


1733 


1858 


Minnesota 


From New England 


St/Paul 


1849 


1701 


Vermont 


From Massachus'ts 


JJjattleboro, 


1725 


1859 


Oregon 


From New York 


Astoria 


1811 


J 792 


Kentucky 


From Virginia 


Boonesboro 


1775 


1861 


Kansas 


From W. C. States 


"Ft Leavenworth 


1850 


1796 


Tennessee 


From N. Carolina 


Wautauga 


1754 


1864 


West Virginia 


From Virginia 


Greenbrier 


1769 


1802 


Ohio 


From New England 


Marietta 


1788 


1864 


Nevada 


Mormons 


Carson City 


1848 


1812 


Louisiana 


French 


Iberville 


1699 


1867 


Nebraska 


From E C. States 


Bellevue 


1810 


1816 


Indiana 


French 


Vincennes 


1690 


1876 


Colorado 


From Georgia 


West Denver 


1858 



XVI. U. S. HISTORY-!. 



Thirteen Original 



XVII. U. S. HISTORY— 2 



PRESIDENTS 


OP THE 


UNITED STATES. 




NAME 


INAUGURATED 


NATIVE OF 


ELECTED FROM 


BORN 


DIED 


George Washington 


April 30. 17S9 


Virginia 


Virginia- 


February 22, 1732 


December 14, 1799 


John Adams 


March 4, 17D7 


Massachusetts 


Massachusetts 


October 19, 1735 


July 4, 1826 


Thomas Jefferson 


March 4, 1801 


Virginia 


Virginia 


April 2, 1743 


July 4, 1826 


James Madison 


March 4, 1809 


Virginia 


Virginia 


March 16, 1751 


June 28, 1836 


James Monroe 


March 4, 1817 


Virginia 


Virginia 


April 28, 1758 


July 4, 1831 


John Quincy Adams 


March 4, 182.5 


Massachusetts 


Massachusetts 


July 11, 1767 


February 28, 1848 


Andrew Jackson 


March 4, 1829 


South Carolina 


Tennessee 


March 15, 1767 


June 8, 1845 


Martin Van Buren 


March 4, 1837 


New York 


New York 


December 5, 1782 


July 24, 1862 


'William Henry Harrison 


March 4, 1841 


Virginia 


Ohio 


February 9. 1773 


April 4, 1841 


"John Tyler 


April 6, 1841 


Virginia 


Virginia 


March 29, 1790 


January 17, 1808 


James Knox Polk 


March 4, 1815 


North Carolina 


Tennessee 


November 20. 1795 


June 15, 1849 


'Zachary Taylor 


March 5, 1849 


Virginia 


Louisiana 


September 24, 1784 


July 9, 1850 


'Millard Fillmore 


July 9, 1850 


New York 


New York 


January 7, 1805 


March 8, 1874 


Franklin Pierce 


March 4, 1853 


New Hampshire 


New Hampshire 


November 23, 1804 


October 8, 1866 


James Buchanan 


March 4, 1857 


Pennsylvania 


Pennsylvania 


April 22, 1791 


June 1, 1868 


'Abraham Lincoln 


March 4, 18G1 


Kentucky 


Illinois 


February 15, 1809 


April 15, 1865 


'Andrew Johnson 


April 15, 18G5 


North Carolina 


Tennessee 


December 29, 1803 


July 31, 1875 


Classes Simpson Grant 


March 4, 1869 


Ohio 


Illinois 


April 22, 1822 


July 23, 1885 


Rutherford Birchard Hayes 


March 5, 1877 


Ohio 


Ohio 


October 4, 1822 




'James Abram Garfield 


March 4, 1881 


Ohio 


Ohio 


November 19, 1831 


September 19. 1881 


"Chester Allan Arthur 


September 20, 1881 


Vermont 


New York 


October 5, 1830 


.November 18, 188B. 


Gro.er Cleveland 


March 4. |ss5 


New Jersey 


New York 


March 18, 1837 





985- 
1492- 
1494- 
1498- 
1513- 
1520- 
1565- 
1607- 
1616- 
1620- 
1620- 
1621- 
1638- 
1639- 
1647- 
1676- 
1704- 
1765- 
1766- 
1775- 
1776- 
1776- 



IMPORTANT EVENTS. 
-Continent of America discovered by Northmen. 
-Columbus discovered the West Indies. October 12. 
-The Cabots discovered North America. 
-Columbus discovered South America. August 1 
-Balboa discovered the Pacific Ocean. September 26. 
-Magellan circumnavigated the Globe. 
-St. Augustine, Pla., founded by the Spaniards. 
-Jamestown, Va., founded by the English. May 13. 
-Tobacco first cultivated in Virginia. 
-The Pilgrims landed at Plymouth. Mass. December 2L 
-Slaves from Africa first brought to America, 
-Cotton first cultivated in America. 

-First American Library established, Harvard College. 
-First American Printing Press set up, Cambridge, Mass. 
-First Public School Law enacted, Massachusets. 
-Bacon's Rebellion in Virginia. 

-First American Newspaper published, "The Boston Newsletter". 
-The English Stamp Act passed, March 22. 
-The English Stamp Act repealed, March 19. 
-The Battle of Lexington fought, April 19. 
-The American Flag first used by Washington, January L 
-Resolution favoring American Independence adopted, July 2. 



mi U. S. HISTORY.— 2. 



XVIII. U. S. HISTORY— 3. 

LEADING EVENTS, ETC. 

1776 — American Independence declared, July 4. 

1777 — Articles of Confederation passed by Congress, November 15. 

1781 — Articles of Confederation went into effect, March 1 

1781 — Surrender of Cornwallis at Yorktown, October 19. 

1782 — Last Battle of the Revolution, near Savannah, June 24, 

1782 — Preliminary Articles of Peace signed, November 30. 

1783 — Pinal Treaty of Peace signed, September 3. 

1787— Constitution adopted by the Convention, September 17. 

1789 — Constitution went into operation, March 4. 

1790 — First Census of the United States -Population 3,929,827. 

1791 — Cotton Gin invented by Eh Whitney. 

1800 — Second Census of the United States -Population 5,305,932, 

1803— Louisiana purchased of Prance for $15,000,000. 

1807 — Fulton's Steamboat sailed lip the Hudson, September 4. 

1810— Third Census of the United States-Population 7,239,812. 

1812 — War declared against England, June 19. 

1815 — Treaty of Peace with England ratified, February 15. 

1819 — First Steamship, the Savannah, crossed the Atlantic, May 24. 

1819 — Florida purchased of Spain for $5,000,000. 

1820 — Fourth Census of the United States -Population 9,638,191. 

1826 — First Freight R. R. (tramway) in the U. S, at Quincy, Mass. 

1830 — Fifth Census of the United States -Population 12,854,711 

1831 — First Railway Locomotive in United States. 

1835 — Morse invented the Magnetic Telegraph. 

1840 — Sixth Census of the United States -Population 17,068,355. 

1844 — Telegraph line first operated in the United States, May 27. 

1845 — Republic of Texas annexed to the United States, March L 

1846 — War declared against Mexico, May 11. 

1848 — Gold discovered in California by Sutter, January 19. 

1848 — Treaty of Peace with Mexico signed, February 2. 

1850 — Seventh Census of the United States-Population 23,263,485. 

1853 — Gadsden Purchase. New Boundary Treaty with Mexico. 

1860 — Eighth Census of the United States— Population 31,443,790. 

1861 — Fort Sumter surrendered to Secessionists, April 13. 

1863 — Emancipation Proclamation by Lincoln, January L 

1865 — Lee surrendered to Grant at Appomattox, April 9. 

1866 — Atlantic Telegraph Cable successfully laid, July 27. 

1867 — Alaska purchased of Russia for $7,200,000. 

1869 — The first Pacific railroad completed, May 8. 

1870 — Ninth Census of the United States -Population 38,155,505. 

1876 — Centennial of American Independence, July 4. 

1879 — Specie Payment resumed, January 1. 

1880— Tenth Census of the United States -Populat ion 50,155,783. 

XVIII. U. S. HISTORY— 3. **,»„».»-..-« 



UNITED STATES HISTORY. 

CHARTS XVI., XVII., XVIII. 

The Charts of United States History are three in number. 
Chart XVI. presents an Historical Map of the United States, together 
with a table showing the settlement and admission of the States, with 
the following items : 

i. — When the State was admitted to the Union. 

2. — By what class of settlers first settled. 

3. — At what place first settled. 

4. — The date of the first permanent settlement. 

Chart XVII. gives a table of the Presidents of the United States, 
their names, and the following items : 

i. — The date when the President was inaugurated. 



-The State of which he was a native. 
The State from which he was elected. 
The date of his birth. 
The date of his death, if not living. 

On the same Chart is also a table of important events. These 
events are from the history of the country before the Declaration of 
Independence ; and begin with the first discovery of the Continent 
by the Northmen, A.D. 985. 

Chart XVIII. presents a table of leading events in the history 
of the country, beginning with the Declaration of Independence, 
70 



UNITED STATES HISTORY 7 1 

July 4, 1776. It will be seen that this table also presents a history of 
the growth of the country in population from the First Census in 
1790, the year following the organization of the government under 
the Constitution, to the Tenth Census in 1880. 

Returning to the first Chart, we offer some suggestions with 
reference to the use of the Historical Map of the United States. To 
understand this Map fully, it is necessary that the teacher be con- 
versant with the History of the territorial growth of the United 
States. This can be found with more or less fullness in any stand- 
ard text-book in United States History. The area of the country 
at the conclusion of peace with Great Britain, after the Revolution- 
ary War, is shown by the sections east of the Mississippi River, colored 
yellow, orange, and green. The yellow shows the present territory 
occupied by the original Thirteen States. The orange and green 
show the territory that belonged severally or in common to the 
Thirteen States at the close of the Revolutionary War. The region 
colored green, stretching from the Great Lakes in the North nearly 
to the Gulf in the South, and now occupied by great and populous 
States, was at the close of the Revolutionary War, or within a 
few years thereafter, ceded by the various States to the General 
Government, and was by action of Congress erected into various 
Territories, which afterward were subdivided into States, and from 
time to time admitted to the Union. The three parcels colored buff, 
which will be recognized as Maine, Vermont, and West Virginia, 
were originally parts of the States of Massachusetts, New Hamp- 
shire and New York, and Virginia, and were by action of these 
States, and of the General Government, erected into independent 
States. It will be seen that Vermont was the first State admitted to 
the Union after the organization of the General Government under 
the Constitution by the Thirteen original States. The territory 
included in the State of Vermont was claimed by both New York 
and New Hampshire, and it was by the yielding up of these claims 



COMPLETE SCHOOL CHARTS 



that the State of Vermont was erected into an independent Common- 
wealth. Maine remained a part of Massachusetts up to 1820, and 
West Virginia remained a part of the State of Virginia until 1864. 
The other States of the original area of the United States were organ- 
ized from time to time, Kentucky being the first, in 1792, and Minne- 
sota (only a part of which is within the area originally belonging to 
the United States) the last, being admitted in 1858. 

Passing from the original area of the United States, we take, 
in the order of acquisition, the Louisiana Purchase of 1803 ; the 
Florida Purchase of 1819 ; the Texas Annexation, 1845 ; the 
Oregon acquisition (our title to which began with the explora- 
tion of the mouth of the Columbia by Captain Gray in 1792, and 
ended with the confirmation of our full title by treaty with Great 
Britain in 1846) ; the Mexican Cession of California, Utah, Nevada, 
etc., in 1848; the Gadsden Purchase, including the southern portion 
of Arizona, in 1853 ; and the Alaska Purchase, in 1866. 

Among the questions that may be asked in connection with this 
Map will be such as the following : 

Give the name of the original Thirteen States. 
Name the three States which have been created 

directly from the territory of these Thirteen 

States. 
Name the States which have been created from 

the territory ceded by the original Thirteen 

States to the General Government. 

What States, in whole or in part, have been created 
out of the territory included in the Louisiana 
Purchase ? 

What States from the Florida Purchase? 



UNITED STATES HISTORY ^ 

What States and Territories from the Texas An- 
nexation ? 

What States and Territories from the Oreeon 
country ? 

What States and Territories from the Mexican 
Cession of 1848 ? 

What States and Territories from the Gadsden 
Purchase of 1853 ? 

What from the Louisiana Purchase of 1803 ? 
Further exercise would include the following : 

By what different titles do we have right to the 
territory included within the State of Alabama ? 
In the State of Mississippi? 
In the State of Minnesota? 
In the State of Colorado ? 
In the Territory of Arizona? 
Etc., etc., etc. 

Exercises on the Map in connection with the table below upon 
the settlement and admission of States may be made very interest- 
ing also. The type of both this table and the first one on the next 
Chart is purposely so small that it cannot be read at any great dis- 
tance. The contents, therefore, of these two tables may be easily 
learned by dictation, and afterward made the basis of various exer- 
cises. The teacher gives the name of a State — for instance, State of 
New York. The pupil continues the answer as follows : 

"One of the original Thirteen States ; first settled 
by the Dutch, at Manhattan, in 1614." 



74 COMPLETE SCHOOL CHARTS 

Ohio. 

"Admitted into the Union in 1802 ; first settled 

by emigrants from New England, at Marietta, 

in 1788." 
Maine. 
"Admitted into the Union in 1820 ; first settled 

by emigrants from Massachusetts, at Saco, in 

1622." 
Wisconsin. 
"Admitted into the Union in 1848; first settled 

by the French, at Green Bay, in 1745." 

These facts in regard to each State should be memorized by 
the pupils, so that upon the naming of any one State the class in 
concert, or any one pupil who may be called upon to do so, can 
easily give the date of admission, by whom settled, where settled, 
and when settled. 

A similar exercise upon the table of Presidents could be easily 
made. It will be noted that each President held office until his 
death or the inauguration of his successor. Thus, George Washing- 
ton, inaugurated President April 30, 1789; held the Presidency until 
March 4, 1797; was a native of Virginia; elected from Virginia; 
born February 22, 1732 ; died December 14, 1799. 

Taking a similar exercise upon any other President, the teacher 
names Andrew Jackson, and calls upon the pupils to recite concern- 
ing him. 

The answer is as follows : 

" Inaugurated President March 4, 1829 ; continued 
in the Presidency until March 4, 1837; was a 



UNITED STATES HISTORY 75 

native of the State of South Carolina ; elected 
President from the State of Tennessee ; was 
born March 15, 1767; died June 8, 1845." 

William Henry Harrison. 

" Inaugurated President March 4, 1841 ; held the 
Presidency until his death, April 4, 1841 ; was 
a native of Virginia ; elected President from 
the State of Ohio ; was born February 9, 1 773 ; 
died April 4, 1841." 

Such exercises as these convey a great deal of information in 
regard to the leading men of the country. 

Another excellent exercise would be to simply learn the order 
of the Presidents in succession. 

George Washington, President from April 30, 

1789, to March 4, 1797. 
John Adams, President from March 4, 1797, to 

March 4, 1801. 
Thomas Jefferson, President from March 4, 1801, 

to March 4, 1809. 
James Madison, President from March 4, 1809, 

to March 4, 181 7. 
Etc., etc., etc. 
Still another exercise will be on the nativity of the Presidents. 

Born in Virginia, seven Presidents : Washington, 
Jefferson, Madison, Monroe, Harrison, Tyler, 
Taylor. 



J 6 COMPLETE SCHOOL CHARTS 

Born in Massachusetts, two Presidents : John 
Adams and John Ouincy Adams. 

Born in South Carolina, one President: Andrew 
Jackson. 

Born in New York, two Presidents: Martin Van 
Buren and Millard Fillmore. 

An exercise on the States from which the Presidents were elected 
would be similar in its character. 

Five Presidents were elected from Virginia : 
Washington, Jefferson, Madison, Monroe, 
Tyler, etc., throughout the list. 

A further exercise would be to name the Presidents who died 
in office, and the Presidents who have succeeded to the Presidency 
from the Vice-Presidency, with the facts regarding them. 

The table of important events which occupies the last half of 
Chart Number 2 of United States History should be carefully com- 
mitted to memory ; and for this purpose each pupil should make a 
copy of this table, as well as of the table on the next Chart, for fre- 
quent reference and study, both at home and in school. The list of 
events given in Chart Number 3, together with the facts in regard to 
the Census, population, etc., has been very carefully selected, and 
there is no item in the whole table which is not well worth a careful 
memorizing. _ It presents the salient facts in the history of our 
country, together with a clear view of the growth of the United 
States in population ; the several territorial purchases and acquisi- 
tions ; the declaration of each of our great wars, and the date of the 
conclusion of peace. The great industrial events which have signal- 
ized the commercial and industrial growth of our country, are also 
here stated in brief outline. The Declaration of Independence was the 



UNITED STATES HISTORY 7 7 

first formal national declaration of war on the part of the United 
States against Great Britain. The final treaty of peace, signed 
September 3, 1783, was the formal conclusion of that war ; although 
the last battle of the Revolution had been fought over a year pre- 
viously, in June, 1882. If the pupils have carefully committed the 
table to memory, they will answer such questions as these : 

Give the dates of the declaration of the Revolu- 
tionary War with England ; of the last battle 
of the Revolution ; of the preliminary Articles 
of Peace ; and of the final Treaty of Peace. 

Give the dates of the declaration of the second 
war with England, and of its conclusion. 

Give the dates of the declaration of the war with 
Mexico, and of its conclusion. 
Taking up the industrial events : 

In what year was the cotton-gin invented, and 

by whom ? 
On what day and year was Fulton's steamboat 

first sailed up the Hudson? 
In what year did the first steamship cross the 

Atlantic ? 
When and where was the first freight railroad 

operated in the United States ? 

When was the first railway locomotive used ? 
When and by whom was the magnetic telegraph 
invented ? 



COMPLETE SCHOOL CHARTS 



When was the first telegraph line operated in the 

United States? 
When and by whom was gold first discovered in 

California? 
At what date was the first Atlantic telegraph 

cable successfully laid ? 

When was the first Pacific Railroad completed ? 

Taking the items regarding the growth of population of the 
country, the following questions should be asked : 

How many Censuses of the population of the 
United States have been taken, and the dates? 

What was the population of the United States 
according to the First Census ? 

According to the Second Census ? 

According to the Third Census ? 

According to the Fourth Census? Etc., etc. 

What was the growth in population from 1 790 to 
1800? 

From 1800 to 18 10? 

From 1810 to 1820 ? 

From 1820 to 1830 ? 

From 1830 to 1840? 

From 1840 to 1850 ? 

From 1850 to i860? 

From i860 to. 1 8 70? 

From 1 8 70 to 1 880 ? 



UNITED STATES HISTORY 79 

Also, from such pupils as are capable of solving that class of 
examples, it would be interesting to have answers to such questions 
as these : 

What was the percentage of growth of population 

from 1 790 to 1800? 
From 1800 to 18 10? 

And so on for each ten years up to 1880. Also, 

What has been the percentage of increase each 
twenty years in the history of the country, 
taking the periods, as from 1790 to 18 10; 
1800 to 1820; 1 8 10 to 1830, etc. ? 

In what period of ten years was the percentage of 
increase the greatest ? 

In what period of twenty years was the percentage 
of increase the greatest ? 

Still another class of exercises upon the Charts of History may 
be had by a combination of two or three of the tables presented on 
the Charts, For instance, combining the table of Settlement and 
Admission of States, on Chart 1, with the table of Administrations of 
the Presidents, Chart 2, the teacher might ask these questions : 

What States were admitted to the Union during 
the Presidency of George Washington? 

During the Presidency of John Adams? 

During the Presidency of Thomas Jefferson ? 

Under what Presidents were no States admitted 
to the Union ? 



80 COMPLETE SCHOOL CHARTS 

How many States constituted the Union on the 

first of January, 1801 ? 
How many States constituted the Union at the 

close of the administration of James Monroe? 
How many States constituted the Union at the 

close of the administration of Franklin Pierce? 

Similarly combining the tables on Charts 1 and 3, we would 
have the questions : 

How many States belonged to the Union at the 
time of taking the First Census, in 1 790 ? 

At the time of taking the Second Census, in 
1800? 

At the time of taking the Fifth Census, in 1830? 

At the time of taking the Eighth Census, in i860 ? 

How many States belonged to the Union at the 
time of the declaration of war against Mexico ? 

Combining the table of the Presidents of the United States with 
the table of leading events on Chart 3, and remembering that the 
Census is always taken on or about the first day of June of each 
decennial year, the teacher might ask : 

What was the population of the United States at 
the time of the inauguration of Washington ? 

What was the population of the United States at 
the time of the inauguration of Jefferson ? 



UNITED STATES HISTORY 8 I 

What was the population at the time of the in- 
auguration of Jackson? 
Of Harrison ? 
Of Fillmore? 
Of Lincoln? Etc., etc. 
Who was President of the United States at the 

time of the declaration of the second war with 

England, in June, 1812 ? 
Who was President of the United States when 

the first railway locomotive was run, in 183 1 ? 
Who was President when Morse invented the 

magnetic telegraph ? 
Who was President when the first telegraph line 

was operated, in 1 844 ? 
Who was President when war was declared against 

Mexico, in 1846 ? 
Who was President when the Republic of Texas 

was annexed to the United States, in 1845 ? 
Who was President when the treaty of peace was 

signed with Mexico ? 
Who was President when the Atlantic telegraph 

cable was successfully laid ? 
Who was President when the first Pacific Railroad 

was completed, May, 1869? 
How many years elapsed between the signing of 

the final treaty of peace with Great Britain, in 



82 COMPLETE SCHOOL CHARTS 

1783, and the inauguration of George Wash- 
ington ? 

What time elapsed between the signing of this 
treaty and the adoption of the Constitution in 
convention ? 

What time elapsed between the adoption of the 
Constitution in convention and the going into 
operation of the Constitution ? 

What time elapsed between the going into opera- 
tion of the Constitution and the inauguration 
of the first President ? 

What ten great industrial movements, inventions, 
or discoveries are noted among the leading 
events on History Chart Number 3 ? 

Who was President at the time of each ? 

What was the population of the United States at 
the nearest Census ? 



GEOGRAPHY 



CHARTS XIX-XXVII 



XIX. GEOGRAPHY-1 




DIVISIONS. 


AREA-Sq. m. 


POPULATION. 


LARGEST ClTYiPOPULAT'N 


N. America CS u 'i 1 3?i2S 


7,968,930 


71.809,150 


New York (1,206,299). 


S. America 


6,885,740 


•28,606,250 


Rio Janeiro (275,000). 


Polar Lands n>oin tram*-*.! 


1,726,934 

878,357 


82,500 

82,438 


Reikiavik (1,400). 


Greenland and Iceland 




North of N. America 


502,347 






North of Europe 


46,000 






North of Asia 


47,130 






South of S. America 


Si 100 






South of Australia 


£00,000 








XIX. 6E0ERAPHY— WESTERN HEMISPHERE. 



XX. GEOGRAPHY-2 





DIVISIONS. 


ARIA-sn. m . 


POPULATION. IlARGESTCITY&POPUUT'N 


Europe 

Africa 

Polynesia uou. >»*>i 

Australasia n-a. b..,. U pi>«w> 


3.750,973 

17,212.661 

11,514.755 

11,710 

3.444,987 

2,9-15.100 
26.214 
105.401 
311.952 
•56.314 


327,743,400 
795,591.000 

2oj,sij,ji;ii 

271,000 
3,960.883 
2,193500 
11. 5.705 
534,578 
500.000 
617,400 


London (4,764,000.. 
Pckin 1.650,000], 
Cairo 327,000). 
Honolulu (14,852}. 
Melbourne (282.947). 


Australia 
Tasnmnia 
*tcw Zealand 
New Guinea 
Other Islands 


Melbourne 382,347). 

HobartTonn [21.1 IS,. 
Auckland 2S.500,. 



2L GEOSRAPHV— EASTERN HEMISPHERE 



XXI. GEOGRAPHY-3. 




Alaska («* Cbart XXIU) 

WashiDgtOD 

Idaho 

Montana 

Oregon 

Wyoming 

California 

Nevada 

Utah 

Arizona 

New Mexico 



97,890 
158,360 
110,700 

84,970 
113,020 
lid. .-,80 



864.694 
62,266 

143,963 
40,440 

119.565 



Dakota 

Nebraska 

Colorado 

Kansa9 

Indian Territory 

Texas 



14M.450 
77.505 

103.925 
82,080 
64,690 

265,780 



135.177 

452.402 
194,327 
996.096 
76,895 

1.591.749 



XXI. GEOGRAPHY— UNITED STATES, WESTERN DIVISION. 



XXII. GEOGRAPHY-4 




XXII. GEOGRAPHY— UNJTEO STATES EASTERN OIVISHJN. 



XXIII. GEOGRAPHY-5 




CODNTRY 


AREA. 


POPULATION. 


GOV'NMENT. 


Dan. America 


86,500 


82,000 


Dan. Col. 


Newfoundland 


42,700 


165,000 


Brit Col. 


Canada 


3,205,200 


4,500,000 


Brit Col. 


United States 


3,602,838 


50,155,783 


Republic 


Mexico 


751,000 


10,000,000 


Republic 


Guatemala 


47,800 


1,250,000 


Republic 


Honduras 


46,500 


350,000 


Republic 


San Salvador 


7,130 


555,000 


Republic 


Nicaragua 


51.600 


300.000 


Republic 



CAPITAL 4 POPULATION. 



Reykjavik (1,400). 
St John's (23,000). 
Ottawa (27,000). 
Washington (148,000). 
Mexico (242,000). 
N. Guatemala (56,000). 
Tegucigalpa (12,000). 
San Salvador 114,000). 
Managua (7,000). 



COUNTRY 



Costa Rica 
Balize 
West Indies: 

Spanish 

British 

French 

Dutch 

Danish 

Havti 

S.Domiugo 



2,180,000 
1,206,000 
35.5,000 
42,500 
33.700 
550,000 
250,000 



Republic 
Brit Col. 

Colonial 
Colonial 
Colonial 
Colonial 
Colonial 
Repubuc 
Republic 



XXIII. CEOCRAPHY— NORTH iMEHiC*. 



CAPITAL & POPULATION. 



San Jose (18,000). 
Balize (4,000). 

Havana (230,000), 
Kingston (35,000). 
Ft de France (15,000). 
Willemstad (8.000). 
Bassin (5,500). 
Portau Prince i-27.00o\ 
San Domingo (16,000... 



XXIV. GEOGRAPHY-6 




COUNTRY 


AREA 


POPULATION 


GOV'NMENT 


CAPITAL 4 POPULATION. 


COUNTRY. 


AREA. 


POPULATN. 


GOV'NMENT 


CAPITAL & POPULATION 


Colombia 


320.000 


3.000.000 


Republic 


Bogota (41.000). 


Uruguay 


72,000 


438.000 


Republic 


Montevideo (7a00nj. 


Venezuela 


4-10,000 


2.075.000 


Republic 


Caracas (55.000). 


Argentine Rep. 


1.095.000 


2.540,000 


Republic 


Buenos Ayres (290.000,. 


lint. Guiana 


85.500 


248.000 


Colon/ 


Georgetown (40.000). 


Chill 


210.000 


2.225,000 


Republic 


Santiago (150.000). 


Dutch Guiana 


45,000 


63.500 


Colony 


Paramaribo (25.000). 


Bolivia 


500.000 


2.325,000 


Republic 


La Paz (26,000). 


French Guiana 


46.800 


36.000 


Colony 


Cayenne (10.000). 


Peru 


425,000 


3.050.000 


Republic 


Luna (100.000). 


Brazil 


3,'J.!'ICHX) 


12.000.000 


Empire 


Rio Janeiro (300.000). 


Equador 


248,000 


946*00 


Republic 


Quito (23.000). 


Paraguay 


92.000 


8!M CHK) 


Republic 


Asuncion 20,000). 













XXIV. GEOfJflPHY— SOUTH AMERICA. 



XXV. GEOGRAPHY-7. 




COUNTRY. 


AREA. 


POPULATION. 


Great Britain & Ireland 


121,600 


35,250,000 


France 


204,080 


37,670,000 


Switzerland 


15,910 


2,850,000 


German Empire 


208.690 


45,240.000 


Netherlands 


12,740 


4,100,000 


Belgium 


11,37.5 


5,-520,000 


Austro-Hungary 


264,950 


39,200,000 


Russia 


2,165.900 


85,5fKI,000 


Sweden and Norway 


299,610 


6,500,000 


Denmark 


14,780 


1,970,000 


Spain 


193,5200 


16,3.50,000 


Portugal 


34,100 


4,lf>0,000 


Italy 


114.400 


2*. 160,000 


Greece 


25,000 


I.9K0.000 


European Turkey 


63,800 


4.490,000 


Roumania 


5«;I70 


5.380,000 


Servia 


18.750 


1,700,000 


Montenegro 


3. -ISO 


240.000 


Bulgaria 


24.700 


2,000,000 


Easts- rn Roumelia 


13,860 


815,000 



GOVERNMENT. 



CAPITAL. .LARGEST CITY AND POPULATION. 



Limited monarch y, King (or QueeD) & Parliament 
Republic President and two legislative chambers 
Republic, President and federal assembly 
Lim. mon'chy, Emperor, Bundesratii& Reichstag 
Limited monarchy. King aud States General 
Lim. mon'cby. King and two legislative chambers 
Empire and kingdom, one Ruler, sep. legislatures 
Absolute monarchy. Ruler called the Czar 
Two kingdoms, one King, separate legislatures 
Limited monarchy. King and two legis. chambers 
Limited monarch J', King and Cortes 
Limited monarchy, Bung and two legis. chambers 
Limited monarchy, King and two legis. chambers 
Limited monarchy, King and one legislative body 
Absolute despotism, Ruler called the Sultan 
Limited monarchy. King and two legis. chambers 
Limited nwnarchy, King and two legis. chambers 
Limited monarchy. Prince and State Council 
Scmi-indcp. principality, tributary to Turkey 
Semi-indep. province, tributary to Turkey 



London (4,765,000). 

Paris (2^70,000). 

Berne (45,000); Zurich (76,000). 

Berlin (1,122,000); Hamburg (410,000). 

The Hague (1 23,000) ; A msterdam (328,000). 

Brussels (395,000). 

Vienna (1,103,000) ; Buda-Pesth (360,000). 

St. Petersburg (876,000); Moscow (612,000). 

Stockholm (176,000); Christiana (122,000> 

Copenhagen (235,000). 

Madrid (398,000). 

Lisbon (246,000). 

Rome (300,000) ; Naples (494,000). 

A thens (63,000). 

Constantinople (600,000^ 

Bucharest (221,000). 

Belgrade (27,000) 

Cettinge •(2,000); Podgorica (4,000). 

Sophia (21,000)Y Rustchuk (27,000). 

PhilipDopolis (24.000) v 



XXV. 6E06RAPHY — EUROPE. 



. 



XXVI. GEOGRAPHY-8. 










COUNTRY. 


AREA. 


POPULATION. 


GOVERNMENT. 


CAPITAL, LARGEST CITY AND POPULATION. 


Asiatic Russia: 
Siberia 


4,825,000 


3,911,000 


Russian provinces under military governors 


Irkutsk (34.000 , Tobolsk 18.0001. 


Central Asia 


1,280,000 


5,036.000 


" 


Tashkcnd loo.ooo , Bokhara ,70,000 . 


Trans-Caucassia 


91,400 


5.750,000 


» 


Tiflis (104,000). 


Chinese Empire 


4,500,000 


380,000,000 


Absolute monarchy under an Emperor or Hwangti 


Peking (1,650,000); Canton (1,600,000). 


Japan 


147,600 


35,925.000 


Absolute monarchy under a ruler called Mikado 


Tokio (1,140,000); Miako (230,000). 


Indo-China: 










Anam 


200,000 


21,000,000 


Absolute monarchy under an Emperor 


Hue (50,000). 


Siam 


250,000 


5,750,000 


under a King and Vice King 


Bankok (500.000). 


Bui in. ih 


190,500 


4,000.000 


» " under an Emperor, called Boa 


Mandalay (90,000). 


Cambodia 


32,400 


1,100,000 


Monarchy, under French protectorate 


Panomping (40,000). 


Loher Cochio China 


23,000 


2.900,000 


French colony under a colonial governor 


Saigon (100,000). 


British India 


1,477,000 


255,000,000 


British colonics and tributary statos 


Bombay (773.000) ; Calcutta (683,000). 


Ceylon 


24.700 


2,750,000 


British colony under a governor and council 


Colombo (100,000). 


Afghanistan 


250,000 


4,000,000 


Semi-independent khanates under a central Ameer 


Cabul (60.000) ; Herat (30.000). 


Beloochistan 


100,000 


350,000 


Semi-independent tribes under a central Khan 


Kelat (15,000). 


Persia 


650,000 


7,650,000 


Absolute despotism under a ruler called a Shah 


Teheran i2O0.0O0!: Tabrcez (165.000). 


Arabia 


1,000,000 


4,000,000 


Various petty tribes and sultanates 


Muscat (40,000) ; Mecca 130,000). 


Asiatic Turkey 


710,300 


16,357,000 


Despotism, subject to European Turkey 


Smyrna (150,000); Damascus (150.0001. 


Malay Archipelago 


680,000 


35,187,000 


Dutch, Portuguese, and Spanish colonies 


Batavia (103,000i; Manila (130,000). 



XXVI. GEOGRAPHY. ASIA 



XXVII. GEOGRAPHY-9 










COUNTRY. 


AREA. 


POPULATION. 


GOVERNMENT 


CAPITAL, LARGEST CITY AND POPULATION. 


Egypt and dependencies 


1,130.000 


16,450,000 


Semj-independ. monarchy, tributary to Turkey. 


Cairo 1327,000). 


Abyssinia 


128,000 


3,000,000 


Various tribes under chiefs and kings. 


Gondar (7,000). 


Morocco 


313,000 


6,150,000 


Absolute despotism under a Sultan. 


Fez (100,000); Morocco (50,000). 


Tunis 


45,000 


2,100,000 


Semi-independent, under French protection. 


Tunis (125.000). 


Tripoli and dependencies 


398,000 


2,000,000 


Semi-independent province, tributary to Turkey. 


Tripoli (30,000). 


Liberia 


14,300 


1,070.000 


Republic. President, Senate and Representatives. 


Monrovia (14,000). 


Orange Free Stale 


42,000 


133,000 


Republic. Pres. and assembly, called Volksraad. 


Bloemfontein (2,500). 


Transvaal Republic 


110.000 


815,000 


Republic Gov. by a congress, called Volksraad. 


Pretoria (4,500) 


Madagascar 


228,000 


3,500,000 


Absolute monarchy, under a King. 


Tananarivo (80.000). 


Zanzibar 




800,000 


Absolute monarchy, under a Sultan. 


Zanzibar (80,000). 


Central Africa 




120,000,000 


Various forms of tribal and patriarchal govern't 


Yakoba (150.000); Agades (8.000). 


English Colonies 


378,000 


2.700.000 


Colonial, with more or less local independence. 


Cape Town (35,000), Freetown (30.000). 


French Colonies 


535.000 


3.500.000 


Colonial, represented in the French assembly 


Algiers 'o.'3,000l ; St. Eouis '16,000 ; . 


Portuguese. Colonies 


605.000 


2,500,000 


Colonial. Governors ap|x>inted by Portugal. 


St Paul de Loando (20,000). 



mil. GEOGRAPHY. AFRICA. 



GEOGRAPHY. 

CHARTS XIX., XX., XXI., XXII., XXIII., XXIV., XXV., 
XXVI., XXVII. 

Chart XIX. consists of an outline map of the Western Hemi- 
sphere, with Physical coloring, and also a small map of the Northern 
Hemisphere and Southern Hemisphere. It also has a table of 
divisions of the Western Hemisphere into various sections, together 
with the area and population of the two Grand Divisions. 

Chart XX. consists of an outline map of the Eastern Hemi- 
sphere, colored to represent Physical features, with diagrams indicat- 
ing meridians and zones. These two Charts of the Hemispheres 
also are marked to indicate the direction and volume of the great 
ocean currents in the Atlantic, Pacific, and Indian Oceans. 

Charts XXI. and XXII. consist, respectively, of an outline map 
of the western division and the eastern division of the United States. 
These Charts also contain, on the margin, tables and statistics col- 
lected from the Census of 1880, giving the area and population of 
each one of the States and Territories. 

Chart XXIII. presents an outline map of North America, colored 
to represent the great political divisions of this Grand Division ; and 
below the map is given a statistical table, presenting the name of the 
country, its area, population, the nature of its government, whether 
independent or colonial, the name of the capital, and the population 
also of the capital. 

Chart XXIV. presents a political map of South America, with 
a similar statistical table. 

Chart XXV. presents an outline map of Europe, with the polit- 
ical divisions noted in colors, and statistical and general tables. 

94 



GEOGRAPHY 95 



Chart XXVI. presents a similar political map of Asia, with like 
statistical tables. 

Chart XXVII. is a political map of Africa, with statistical tables. 

Returning to Chart XIX., the first Chart of Geography, we have 
before us a map of the Western Hemisphere, showing all the land 
portion of this Hemisphere, colored according to elevation. The 
river basins, or lowlands, are indicated by the green color ; the higher 
elevations, by the orange color ; and the highest elevations, by the 
marking of the mountain ranges. Upon the ocean are also lines 
indicating the volume and direction of the great ocean currents. 
The general rule of the coloring of these maps is that land of a 
higher elevation than 500 feet is colored buff, and land of less than 
500 feet elevation is colored green. 

Taking the Continent of North America as an example, the 
teacher bases the lessons from the Chart upon the lessons learned in 
Geography. For instance, the pupil has learned in general the loca- 
tion of the Atlantic Coast plain, the Appalachian system of moun- 
tains, the Great Mississippi Valley, the Coast range of mountains, 
the low plains on the west coast of the Continent, and the valleys of 
the rivers. The pupil has also learned of the vast plains on the 
northern part of the Continent about Hudson's Bay and Davis' 
Strait, and also the low plain along the basin of the St. Lawrence. 
These facts having been learned from the text-book, they can be 
made much clearer by having this Chart open before the pupil at 
recitation, and requiring him to point out the physical features of 
the Continent in connection with his class work. Then, either 
the teacher or pupil having the pointer in hand, the exercises are 
made much more interesting by definitely locating upon the map 
the various physical sections of the country as the class proceeds 
in the recitation. 

In the same way, on the Continent of South America, the pupil 
has learned of the great basin of the Orinoco, the vast Selvas of 



96 COMPLETE SCHOOL CHARTS 

the Amazon, and the Pampas of the La Plata. The map shows 
these physical features clearly. It also shows the abrupt nature of 
the Pacific Coast of the entire South American Continent ; and 
proves a most valuable aid in the recitation of the physical features 
of those countries. 

No teacher can successfully instruct his class in Geography 
without making such features prominent, for the history and devel- 
opment of the countries of the world have depended almost entirely 
upon their physical conditions. 

Taking the Eastern Hemisphere in the same way, almost all of 
Europe, and all of northern Asia, constitute one vast plain. Here is 
explained the intimate relation between Russia and Siberia, they being 
almost identical in physical characteristics. The mountain regions of 
southern Europe and northwestern Europe are also clearly brought 
out ; and we have plainly shown the fertile valleys of. the Danube, 
the Po, the Rhone, and the Rhine, all finding their sources in vari- 
ous valleys of the Alps system of mountains. This connection be- 
tween the elevation and the drainage system of the various Conti- 
nents and the seats of population and civilization should be clearly 
explained and enforced by the teacher. The diagrams at the foot 
of Chart XX. are valuable as showing the divisions of the globe by 
meridians and circles, and also the broader division into the five 
zones. The pupil should be taught expressly that there is no abrupt 
change of temperature or climatic conditions as we pass from one of 
these zones to the other ; but that elevation and nearness to the sea, 
and many other things, frequently have much more to do with the 
climate of a given place than its distance from the equator. 

The remaining maps of this series are strictly outline maps, and 
derive their great value from this fact. A map to be used in reci- 
tation should be entirely different from the map which is used in 
study. The map which the pupil studies should contain the infor- 
mation which he is expected to secure from the map, but the map 



GEOGRAPHY gj 



with which he recites should contain none of the information which 
he is supposed to have gained from his study of the text-book. It 
should be as nearly as possible an outline map. It should contain 
the principal streams, mountains, boundaries of the various states 
and countries, the great bodies of water, and some mark to indicate 
the location of the leading towns. Beyond this it should be purely 
a blank map which the pupil is supposed to fill up from that which 
he has already mastered. Such a map becomes a living reality to 
the child whose mind is well informed. He looks upon its outlines 
and fills them up with towns and cities. He sees by the location of 
these places what are their natural and physical characteristics, what 
are their relations to one another. He follows their commerce down 
streams and by rail from the interior to the coast, and from the 
coast to foreign countries ; and he sees the sources of their wealth 
and prosperity. 

Taking Chart XXII. for a moment, we will give two or three 
studies which will show what use can be made of it. With some 
younger class in the school an exercise on the States can be had. 
The teacher points to the State of New York. Pupil says : 

" New York. Capital, Albany. Bounded on the 
north by the Great Lakes and Canada ; on 
the east by Vermont, Massachusetts, and Con- 
necticut ; on the south by the Atlantic Ocean, 
New Jersey, and Pennsylvania ; and on the 
west by Pennsylvania and the Great Lakes." 

Proceeding further, the teacher points to the location of the 
city of New York — 

What city is located here ? The pupil answers : 

" New York." 



COMPLETE SCHOOL CHARTS 



Tracing up the Hudson River — 

What river is this ? The pupil answers : 

"The Hudson River." 

Proceeding farther up the river, the teacher points to Lake 
Champlain, Lake Erie, Lake Ontario, the Catskill Mountains, the 
Adirondack Mountains, the Delaware River, the Genessee River, the 
Niagara River, the Niagara Falls, the St. Lawrence River, and thus 
in the way of oral instruction develops all the information that may 
be gleaned from this one State on this map. 

With a class of older pupils who have studied geography to a 
considerable extent, the teacher should take the same section of the 
map, and in addition to these facts, illustrate many others. For in- 
stance, taking the city of New York, the teacher might inquire why 
the city of New York is a great commercial center. 

In pursuing this inquiry it will be easy to develop the fact that 
New York owes its commercial importance very largely to its situa- 
tion. It is a city on the Atlantic Coast which has a large and com- 
modious harbor ; and it is situated at the mouth of the Hudson 
River, which in connection with the Mohawk River reaches almost 
to the Great Lakes. Thus, the Mohawk and Hudson valley fur- 
nishes the easiest way of approach to the interior of the Continent, 
and was utilized very early for the location of a great water-way — the 
Erie Canal — which connected the mouth of the Hudson River with 
the Great Lakes, above the Falls of Niagara, at Buffalo. Thus, New 
York was practically the great entrepot of the whole basin of the 
Great Lakes, controlling the commerce of the great States of Ohio, 
Indiana, Michigan, Illinois, and Wisconsin. Later, the same Hud- 
son-Mohawk valley afforded the easiest grade for a railway line 
connecting the West and Northwest with the seaboard. And it is 
this gap in the great Appalachian chain formed by the Mohawk 
Valley, together with its favorable harbor and the deep indentation 



GEOGRAPHY 99 



of the coast, which has made New York the commercial metropolis 
of the United States. Similar studies are possible for each State and 
important city of the country. 

Studies can also be had upon all the river systems of the coun- 
try. Take the Chesapeake Bay : 

From how many States are waters contributed to 

feed the Chesapeake Bay ? 
From what States do waters find their way to the 

Atlantic through the St. Lawrence River ? 
From what States do waters find their way to the 

ocean through the Connecticut River ? 
From what States do waters find their way to the 

ocean through Mobile Bay ? 

. The Mississippi Valley furnishes a more comprehensive study 
still, and for this purpose the student will have to follow up the 
streams in the western section of the United States upon Chart 
XXI. He can also take the Mississippi River by sections. Taking 
the Ohio Valley : 

From what States do waters flow into the Missis- 
sippi through the Ohio River ? Etc., etc. 

Further studies would be by taking the several States in detail 
and stating in how many different directions they are drained. For 
instance : 

The State of New York is drained by streams 
flowing into the St. Lawrence ; by streams 
flowing into the Hudson, and thence into 
New York Bay ; other streams reach the 



IOO COMPLETE SCHOOL CHARTS 

ocean through the Delaware Bay and the 
Chesapeake Bay ; and others still through the 
Mississippi River and the Gulf of Mexico. 

The State of Georgia is drained in three direc- 
tions : by streams flowing into the Atlantic 
Ocean ; by streams flowing directly into the 
Gulf of Mexico ; and by streams flowing 
northward into the Tennessee tributary to 
the Mississippi system. 

The State of Virginia is drained by streams flow- 
ing into the Chesapeake Bay; by streams flow- 
ing northward into the Ohio ; and by other 
streams flowing westward, and reaching the 
Ohio through the Tennessee. 

These studies of the great river systems and the distribution 
of waters in the several States are very interesting and instructive, 
and afford a great many exercises upon the map of the United 
States. 

Taking a broader class of questions in the same line : 

What States send any of their waters directly into 

the Atlantic Ocean ? 
What States into the Atlantic Ocean through 

the Gulf of Mexico ? 
What States, if any, send part of their waters 

into the Arctic Ocean ? 
W T hat States are drained by waters flowing into 

the Pacific Ocean ? 



GEOGRAPHY IOI 

In this connection it is also interesting to trace upon the map 
the water-sheds which divide the great systems of rivers ; to trace, 
for instance, in Southwestern Virginia the line that divides the 
waters flowing into the Ohio from those flowing into the James. 

A similar line of demarkation is found in Western Pennsylvania. 

From the statistical table on Charts XXI. and XXII. infor- 
mation in regard to the relative size and population of the various 
States can be had. 

What State has the largest area ? 

What State has the smallest area ? 

What State has the largest population per square 

mile ? 
What State has the smallest population per 

square mile ? 
Compare the aggregate area of the six New 

England States with that of Texas. 

These, and many exercises of a similar nature, will furnish excel- 
lent training for children, and be helpful for all grades of scholars. 

Chart Number XXIII. should be used in connection with the 
regular geographical study of North America. Here we have the 
great political divisions of the Continent, and at a glance we can 
note their comparative areas : 

Compare the area of Canada with that of the 

United States. 
Compare the population of Canada with that of 

the United States. 
What is the population of Canada per square 

mile ? 



102 COMPLETE SCHOOL CHARTS 

What is the population of the United States per 
square mile ? 

What is the population of each one of the coun- 
tries of North America per square mile ? 

Which political division of North America has 
the greatest population per square mile ? 

Which has the least population per square mile ? 

It will be well for the teacher to require the pupils to make a 
copy of the table of area, population, government, etc., as found at 
the bottom of this map and others, and study them with a view to 
memorizing the facts given. The teacher can then name a section 
and the pupil be required to recite the area, population, nature of the 
government, capital, and the population of the capital. 

Chart XXIV. presents a map of South America. This map is 
especially excellent as a study in map-drawing, and usually is the 
first map that is assigned for such practice. Note the shape of 
the Continent ; note how much of it is north, and how much south, 
of the equator ; study the great river systems. 

The three important rivers flowing into the Atlantic Ocean are 
the Orinoco, the Amazon, and the La Plata. Note how great a share 
of the Continent is drained by these rivers, and how small and insig- 
nificant must be the rivers of the Pacific Coast. 

Such questions as these might be asked : 

Through what countrie-s does the line of the 
equator pass ? 

What country takes its name from lying on the 
equator ? 

Through how many degrees of latitude does Bra- 
zil extend ? 



GEOGRAPHY 103 

Through how many degrees of latitude does Chili 

extend ? 
What countries face both on the Atlantic and on 

the Pacific Oceans ? 
What country is drained by streams flowing into 

the Atlantic Ocean ? 
Into the Gulf of Mexico ? 
Into the Pacific Ocean ? 
What countries are drained by streams flowing 

into both the Atlantic and Pacific Oceans ? 
What country controls the entire length of the 

Straits of Magellan ? 
What country controls the Isthmus of Panama ? 

Exercises upon the statistical tables may be had similar to 
the studies in connection with the previous Charts. 

Chart XXV. presents the grand division of Europe, accom- 
panied by a table showing the area, population, nature of the govern- 
ment, capital, largest city, and population of each. This is a most 
interesting division, and owing to the fact that the personal and 
business relations between our own country and European countries 
are so intimate, this map should ' be carefully studied. Note the 
relative size of the various states of Europe, and by reference at the 
same time to the statistical tables below, make comparison of the 
leading states. It will be found that several of the states — France, 
Germany, Austria-Hungary, and Spain — do not greatly differ in 
area ; while Great Britain and Ireland, France, Austria-Hungary, 
and Italy do not vary greatly in population. Note these compari- 
sons. Also require pupils to compute the population per square 
mile of each one of these political divisions. 



104 COMPLETE SCHOOL CHARTS 

Which one of the countries of Europe has the 

greatest population per square mile ? 
Which has the least population per square mile? 
Name the Republics of Europe. 
Name the Limited Monarchies. 
Name the Absolute Monarchies. 
Name the tributary states. 
What countries border on both the Atlantic Ocean 

and the Mediterranean Sea ? 
What countries border entirely on the Mediter- 
ranean ? 
What countries border entirely on the Atlantic 

Ocean ? 
What countries border on the Atlantic and Arctic 

Oceans ? 
What countries border exclusively on the Arctic 

Ocean ? 
What great rivers have no outlet whatever to any 

ocean ? 
What countries border on the Baltic Sea ? 

Chart XXVI. presents a map of the Continent of Asia, together 
with a statistical and general table below. This Chart should be 
before the class in all recitations on this Continent, and in addition 
to this, such special exercises upon area and population as have 
been indicated for the other Charts may be applied in like manner 
to this, and valuable drill upon it had in this way. 

Chart XXVII. presents the Continent of Africa, together with 



GEOGRAPHY 1 05 



statistical tables of the same, which afford material for exercises 
similar to those previously indicated. 

In general, it is important that the teacher should have before 
the class the proper map, to serve as a guide and assistant in 
recitation. Such assistance from the outline map is invaluable, and 
may be extended to almost any degree in the hands of the skillful 
teacher. Whenever, in any branch of school work, any country, 
or state, or political division is under discussion, or when the reci- 
tation in any way involves any physical features, the map should be 
before the class, that the true relation of the subject in hand may be 
clearly comprehended. No description of a river can take the place 
of the actual course of the stream as laid down upon an accurate 
Chart ; and no teacher can be certain that the child comprehends 
the relation of one geographical feature to another unless he can 
locate it upon the map and point out the relations under discussion. 

Oral Lessons in Geography. — These nine geographical 
Charts will be of special service to the teacher in connection with 
oral instruction in Geography. Frequently the youngest pupils in 
the school can be interested in the general facts of Geography by a 
very few minutes' exercise on the subject. 

No child should be in school a year without having learned 
at least the names of the grand divisions. These can be taught 
from the maps of the Hemispheres. Every child, however young, 
can also learn direction on the map — which part of the map indi- 
cates north, which south, which east, and which west. 

More advanced pupils can easily be taught the names of the 
States, so that upon the teacher pointing out with finger or with pointer 
any State upon the Charts XXII. and XXIII., the name of the State 
will be readily called. After that the next step will be learn- 
ing the names of the capitals of the States ; bounding the States ; 
grouping them — as New England States, Middle States, Southern 
States, East Central States, West Central States, Pacific States ; 



106 COMPLETE SCHOOL CHARTS 

learning the names of the Territories. All this and even more can 
be learned by pupils who have not yet arrived at a time when they 
will take a regular text-book in Geography in hand. The states of 
Europe, the great islands of the world, the most important moun- 
tain ranges, the great rivers, the oceans, seas, gulfs, bays, and the 
more important of the capes, can be readily learned by pupils only 
two or three years in school. The definitions of familiar terms used 
in Geography, as of bay, cape, isthmus, island, mountain, hill, valley, 
gulf — all these readily come within the comprehension of the child, 
and thus help to lay the foundation for future study in this branch 
of work. 



U. S. CIVIL GOVERNMENT 



CHARTS XXVIII-XXXI 



XXVIII U. S. CIVIL GOVERNMENT— 1. 

( L LEGISLATIVE. 

Branches of Government n. e^cutivk 

< m. judicial. 



L THE LEGISLATIVE BRANCH. 

I - THE SENATE. 

1. NUMBER — Two Senators from each State. 

2. ELECTED by the State legislatures. 

3. TERM — Six years; one-third elected each two years. 

4. QUALIFICATIONS -Resident of the State; Citizen of United 

States nine years; Age, thirty years. 

5. SALARY — $5,000 per year. 

6. PRESIDENT O F TH E SENATE -The Vice-President of U. S. 

7. POWERS OF THE SENATE - 

(I. Confirms or rejects nominations of the President. 

b. Ratifies or rejects treaties with foreign Powers. 

C. Elects President pro tempore of the Senate and all its other 

officers, except Vice-President of United States. 
d. Elects Vice-President of U. S. -when regular election fails. 
C. Acts as Court of Impeachment for trial of high public officers. 

B.- THE HOUSE OF REPRESENTATIVES. 

1. NUMBER -325 members. One to each 151^11 inhabitants. 

2. ELECTED by the people of the Congressional districts. 

3. TERM — Two years; the entire house elected each two yeara 

4. QUALIFICATIONS -Resident of the State; Citizen of the United 

States seven years; Age, 25 years. 

5. SALARY- $5,000 per year. Speaker, $8,000 per year. 

6. POWERS OF THE HOUSE OF REPRESENT ATTVES - 
(I. Elects its Speaker (presiding officer), and other officers. 

k Elects President of United States if the regular election fails. 
(. Prosecutes impeachments before the Senate. 
(I, Originates all bills for raising revenue. 

C- CONORES ithe Senate mid Home jomtlg 

1. DURATION — Each Congress lasts for two years from the 4th 

of March of the odd years. 

2. REGULAR SESSIONS— Annual; Commencing the first Monday 

in December. 
a SPECIAL SESSIONS -At the call of the President 
4. MEMBERSHIP— Each house is the judge of the qualifications 

of its own members. 

XXVIII. U. S. CIVIL GOVERNMENT-!. o*™*...,..,,.-..— .<— 



XXIX U S. CIVIL GOVERNMENT— 2. 

THE LEGISLATIVE BRANCH -Continued 

5. CONGRESS has general powers of legislation — 
0. to regulate the conduct of the public business; 
I), to provide for the raising and disbursements of revenue; 
C. to borrow or coin money and regulate its value; 
d, to regulate inter-state and foreign commerce; 
('. to declare war and provide for an army and navy; 
/ to admit new States into the Union; 
(J. to provide for the government of the territories; 
//. to enact patent and copyright laws; 
i to enact uniform naturalization and bankruptcy laws; 
J. to establish post offices and post roads; 

k, to provide for punishment of crimes against the United States; 

/ to establish Courts inferior to the Supreme Court; and, 

111. to enact all laws necessary and proper for carrying into 

execution all powers vested by the Constitution in the 

Government of the U. S. or in any department or officer thereof. 

D.- THE PRESIDENTS APPROVE OF lEOISUTION 

L ACTS OF CONGRESS become laws- 

(I. by the written approval of the President; or, 
b by his neglect to make objections in writing (veto) within ten 
days after they are submitted to him; but, 

2. CONGRESS has power to pass a law oyer the President's veto 

by a vote of two-thirds of each house. 

3. THE PRESIDENT has like powers regarding all votes, orders, 

or resolutions (except to adjourn) which require concurrence 
of both houses of Congress. 



IL THE EXECUTIVE BRANCH. 

l -THE PRESIDENT OF THE UNITED STATES. 

L ELECTED — 

d. by electors, chosen by the States in such manner as the 

respective legislatures may direct; or, 
b. by the House of Representatives in case of no choice by the 

electors ; but, 
C. in such election each State has but one vote. 

2. TERM OF OFFICE -Four years. 

3. QUALIFICATIONS -A natural born citizen. Age, 35 years. 

Resident within the United States, 14 years. 

4. SALARY— $50,000 per year, and official residence. 



XXIX. U. S. CIVIL 60VERNMENT-2. 



XXX U S CIVIL GOVERNMENT— 3. 

THE EXECUTIVE BRANCH- Continued. 

5. POWERS AND DUTIES OP THE PRESIDENT - 

(I. Commander-in-chief of the Army and Navy. 

b Communicates with Congress by Message. 

L Approves or disapproves of acts of Congress. 

d, Makes treaties with advice and consent of the Senate. 

C. Appoints certain officers with advice and consent of Senate. 

/. Commissions all officers of the United States. 

if. Grants pardons and reprieves for offenses against the U. S. 

6. THE VICE-PRESIDENT - 

(I. Elected — By the Presidential Electors; op 

b. By the Senate, in case of no choice by the Electors. 

('. Terms of Office and Qualification - Same as President; but, 

(I. He cannot be chosen from same state as President. 

f. Salary — $8000 per year. 

7. THE PRESIDENTIAL SUCCESSION. -In case of the removal, 

death, resignation, or inability— 

(I. Of the President, the Vice-President succeeds to the office. 

// Of both President and Vice-President, the heads of the Ex- 
ecutive Departments succeed to the duties of the Presidency 
in the order named below (B); but such officer must be con- 
stitutionally eligible to the Presidency, and not under im- 
peachment. 

B.-THE EXECUTIVE DEPARTMENTS. 



1. STATE DEPARTMENT, under the Secretary of State - 

Has charge of foreign and domestic relations. 

2. TREASURY DEPARTMENT, under Secretary of the Treasury- 

Has charge of collection and disbursement of public moneys. 

3. WAR DEPARTMENT, under the Secretary of War- 

Has charge of the Army and military affairs. 

4. DEPARTMENT OF JUSTICE, under the Attorney General- 

The legal department of the Government. 

5. POST OFFICE DEPARTMENT, under the Postmaster General- 

Has charge of the transmission and distribution of mails. 

6. NAVY DEPARTMENT, under the Secretary of the Navy- 

Has charge of the Navy and naval affairs. 

7. INTERIOR DEPARTMENT, under the Secretary of the Interior- 

Has charge of lands, pensions, patents, education, Indians, &c. 

C.- THE CABINET (the ConstUiUwriM (idiwrs of Ik President!. 

L COMPOSED of the heads of the seven Executive Departments. 

2. APPOINTED by President with advice and consent of Senate. 

3. SALARY- $8,000 per year. 

XXX. U. S. CIWH GOVERNMENT— 3 *— " ""» — "— — • «--> 



XXXI. U. S. CIVIL GOVERNMENT— 4. 

m. THE JUDICIAL BRANCH. 

I - JUDGES OF THE UMTED STATES COURTS. 

1 APPOINTED b y the President with advice and consent of Senate, 

2. T ENUR E OP OFFICE— During life or good behavior; but, 

3. RETIRED on full salary after 70 years of age and 10 years service. 

4. REMOVABLE -By impeachment before the Senate. 

B. -THE SUPBEME COURT OF THE UXfflD STATES 

L MEMBERS — Chief Justice and eight Associate Justices. 

2. SAL ARIES-Chief Justice $10,500; Assoc'te Justices, each $10,000. 

3. TERMS OF COURT -One each year at Washington. 

4. ORIGINAL JURISDICTION - 

0. All cases affecting ambassadors, consuls, etc. 

b. Controversies between two States; or, 

C. Between a State and citizens of another State; or, 

d. Between a State and foreign States; or, 

I Between citizens of a State and foreign States. 

5. APPELLATE JURISDICTION -All cases of law and equity 

where the inferior courts have original jurisdiction. 

6. t- HiKK JUSTICE presides over the Senate when it sits as a 

court of impeachment for the trial of the President of U. S. 

C- MERIOR COURTS <U. S Circuit and District Courtsi: 

L JURISDICTION - 

d. Cases between citizens of different States. 

b. Cases in which the United States is a party. 

C. Cases of admiralty and maritime jurisdiction. 

d, All crimes against the United States; but, 
L The trial of crimes must be by jury; and, 
2. Must be hel d in t he State where the crime was committed. 

2. APPEALS TO THE SUPREME COURT may be had in all 

cases in law and equity with such exceptions and regula- 
tions as Congress may make. 

3. UNITED STATES CIRCUIT COURTS - 
(I. Number of Circuits — Nine. 

b. Each Circuit has one Circuit Judge, assisted by a Justice of 

the Supreme Court. 
C. Salary of Circuit Judge - $6,000. 

4. UNITED STATES DISTRICT COURTS. 

a. Number of Districts — One or more in each State. 

b. Salary of District Judge, $3,500 to $5,000. 



S, CIVIL GOVERNMENT— 4. 



UNITED STATES CIVIL GOVERNMENT. 

CHARTS XXVIII., XXIX., XXX., XXXI. 

Chart XXVIII. presents the general division of government 
into three branches, the legislative, executive, and judicial ; it takes 
up the discussion of the legislative branch, treats of the Senate, 
number, election, term, qualifications, salary, and powers of Senators. 
Next it presents the House of Representatives, with a similar state- 
ment of the number, election, term, qualifications and powers of the 
members of that body, and finally discusses the Congress, consisting 
of the Senate and House, jointly, referring to the duration of each 
Congress, the regular sessions of Congress, special sessions of Con- 
gress, and the general rule as to membership of either house of 
Congress. 

Chart XXIX. continues the discussion of the legislative branch 
and treats fully of the general powers of legislation vested in Con- 
gress ; and also of the relation of the President to legislation by 
means either of his written approval or veto of the same. This 
Chart also begins the discussion of the executive branch of the Gov- 
ernment, and under the head of President of the United States, 
refers to his election, term of office, qualifications, and salary. 

Chart XXX, continues the discussion of the executive branch, 
and states the powers and duties of the President. In regard to the 
Vice-President, it states the method of election, term of office, quali- 
fications, restrictions as to eligibility, and salary. Finally, under this 
head it states the law of Presidential succession, in case of removal, 
death, resignation, or inability of the President. Then follows a 

"3 



I 14 COMPLETE SCHOOL CHARTS 

statement of the powers and duties of the heads of the several 
executive departments, which constitute the Cabinet, or constitu- 
tional advisers of the President. 

Chart XXXI. is devoted to the judicial branch of the Govern- 
ment, and states in regard to the judges of the United States Courts 
their method of appointment, their tenure of office, their mode of re- 
tirement, and the means by which they may be removed from 
office. Then follows a discussion of the Supreme Court of the 
United States as to its membership, salaries, the terms of the court, 
the nature of the original jurisdiction of the court, the nature of the 
appellate jurisdiction, the special duties devolving upon the Chief 
Justice in connection with courts of impeachment for the trial of the 
President of the United States. Finally, the inferior courts of the 
United States, the circuit and district courts and their jurisdiction, 
appeals from their decisions, and the general facts in regard to the 
circuit and district courts, are briefly treated. 

These four Charts constitute an elaborate analysis of the system 
of government of the United States. In connection with the study 
of this subject, it is always advisable that the teacher have at hand 
some manual of United States Civil Government, and in many cases 
it will be possible for the classes to have a short-course text-book of 
United States Civil Government, such as TownsencT s Shorter Course 
on this subject. The teacher at least should be provided with some 
such reference book, for the more ample information of himself and 
his classes. But with these Charts it is possible to pursue a quite 
extensive course of study and instruction ; and many valuable exer- 
cises, especially for older scholars, can be had. It would be well if 
every scholar who can do so should be encouraged to make a copy of 
these four Charts. The information upon them is most valuable, and 
their possession in manuscript in the hands of pupils at home would 
lead to many interesting discussions, and to the dissemination of 
much information that is of special value to all who have to do the 



UNITED STATES CIVIL GOVERNMENT 115 

duties of citizens of our country. Among the questions that may 
be asked are the following : 

How many general branches of government are 

there in the United States ? 
Name them. 
How many Senators are there elected from each 

State ? 
How many States are there at present in the 

United States ? 
How many Senators are there, then, in the United 

States Senate at this time ? 
Are the Senators elected by the popular vote ? 
How are the Senators elected, and by whom ? 
How many members are there in the Legislature 

of your State ? 
What is the term of office of a United States 

Senator ? 
What are the qualifications necessary to election 

to the United States Senate ? 
How long must a man have been a citizen of the 

United States to be elected Senator ? 
How old must he be ? 

What is the salary of a United States Senator? 
Who is the President of the United States Senate ? 
Who acts as President of the United States Sen- 
ate in case of the death or disability of the 

Vice-President ? 



Il6 COMPLETE SCHOOL CHARTS 

What power has the Senate with reference to 
nominations made by the President ? 

What power has the Senate with reference to 
treaties with foreign powers? 

When does the United States Senate elect the 
Vice-President of the United States ? 

In what case does the United States Senate act 
as a court ? 

How many members at present in the United 
States House of Representatives? 

By whom are the members of the House of Rep- 
resentatives elected ? 

What is the term of office of a member of the 
House of Representatives ? 

How long must a man be a citizen of the United 
States to be eligible to election as a represent- 
ative in Congress? 

How old must he be? 

Who is the presiding officer of the House of Rep- 
resentatives ? 

What is his salary ? 

What is the salary of a member of the House of 
Representatives ? 

In what case does the House of Representatives 
elect a President of the United States ? 

Of what does Congress consist ? 



UNITED STATES CIVIL GOVERNMENT llj 

What is the duration of each Congress ? 

How many regular sessions does it hold during 
each year ? 

Upon what authority can it have a special session ? 

What are the general powers of Congress in legis- 
lation ? 

What relation has the President of the United 
States to the enactment of laws ? 

What is the veto ? 

How can Congress pass a law over the President's 
veto? 

What is the term of office of the President ? 

By whom is he elected ? 

What are the qualifications for President of the 
United States? 

How old must he be ? 

What are the powers and duties of the President ? 

In what case does he require the advice and con- 
sent of the Senate to confirm his action ? 

What powers does he possess absolutely ? 

In case of the removal, death, or resignation of 
the President of the United States, who suc- 
ceeds to the office ? 

In case of the removal, death, resignation, or in- 
ability of both President and Vice-President, 
what is the law for Presidential succession ? 



Il8 COMPLETE SCHOOL CHARTS 

What are the duties of the Secretary of State ? 

What are the duties of the Secretary of the Treas- 
ury ? 

What are the duties of the Secretary of War ? 

Of the Attorney-General ? 

Of the Postmaster-General ? 

Of the Secretary of the Navy ? 

Of the Secretary of the Interior? 

How many members of the Cabinet of the Presi- 
dent? 

How are they appointed? 

What is the salary of each ? 

How are the Judges of the United States Courts 
appointed ? 

What is the length of term of office of these 
Judges ? 

What provision is made for the retirement of a 
Judge, and under what conditions ? 

How are United States Judges removable from 
office? 

How many members of the Supreme Court of 
the United States? 

What are the salaries of the Chief Justice and 
Associate Justices? 

How many terms of court are held each year? 

In what cases does the Supreme Court possess 
original jurisdiction — that is, in what cases may 



UNITED STATES CIVIL GOVERNMENT 1 19 

suits be begun in the Supreme Court without 

having previously been tried in lower courts ? 
In what cases has the Supreme Court appellate 

jurisdiction — that is, in what cases may appeals 

be taken from inferior courts ? 
What special duties devolve upon the Chief Jus- 
tice of the United States ? 
What kinds of courts are considered as inferior 

United States Courts? 
Over what cases do they have jurisdiction ? 
In case of trial of crimes against the United 

States, what restrictions are made upon such 

trials ? 
Where may they be held ? 
How many United States Circuit Courts are 

there ? 
What judges preside in United States Circuit 

Courts ? 
How many United States District Courts are 

there ? 
What is the salary of a Circuit Judge ? 
What is the salary of a District Judge ? 
Who are the United States Senators from your 

State ? 
Who is the member of the United States House 

of Representatives from your district ? 



120 COMPLETE SCHOOL CHARTS 

Who is the President of the United States ? 
Who is the Chief Justice of the Supreme Court ? 
Who are the Associate Justices of the United 

States Supreme Court ? 
In what United States District Court jurisdiction 

do you reside ? 
In what United States Circuit Court jurisdiction 

do you reside ? 
Who are the present members of the President's 

Cabinet ? 
Who is President, pro tempore, of the United 

States Senate ? 
Who is the Speaker of the United States House 
of Representatives ? 
In this connection also much information may be given with 
regard to the Civil Government of the State in which the school is 
located. For instance, the parallel between the State Government 
and the United States Government can be noted. The facts in 
regard to State government may be brought out : 

What State officer corresponds to the President 
of the United States? 

What State officer corresponds to the Vice- 
President of the United States ? 

Into what two bodies is the State Legislature 
divided in your State ? 

To what United States legislative bodies do these 
two bodies correspond ? 



UNITED STATES CIVIL GOVERNMENT 1 2 1 

How many members of the State Senate ? 

How many members in the Lower House of the 

State Legislature ? 
Has the Governor power of approval or veto in 

legislation ? 
What vote is necessary to pass a law over the 

Governor's veto in your State ? 
What is the salary of the Governor of your State ? 
What are his duties as corresponding with those of 

the President of the United States ? 
What State departments are there in your State 

corresponding to the Executive departments 

of the United States ? 
What is the name of the highest State court ? 
What subordinate courts are there ? 

These questions also may be extended to the county and town- 
ship officers. 

What executive officers are there in your county ? 

How are they elected ? 

What is the legislative body of the county ? 

What courts are held whose jurisdiction is lim- 
ited to the county ? 

What courts are there whose jurisdiction is limited 
to the township ? 

What township officers are elected in your town- 
ship ? 



122 COMPLETE SCHOOL CHARTS 



What are the duties of such officers ? 

Is there more than one school district in your 

township ? 
If so, what are the names of the district officers, 

and how are they elected ? 
For what terms of office ? 
What are the duties of each officer ? 

Thus, the teacher will be able to trace the connection between 
the broad system of government of the United States and the sim- 
ple government of the township or county. He will find in each the 
exact definition of power and responsibility, so that the ordinary 
pupil will easily comprehend the character of government and its 
nature and duties, whether executive, legislative, or judicial, wher- 
ever found. In many cases, especially those of township and county 
officers, the teacher will find a combination of powers, one officer, or 
Board having the power to make regulations, and also authority 
to enforce them. This is a combination of legislative and execu- 
tive functions ; and in some cases these are united with certain 
minor judicial functions also, as in the case of a school district Board, 
who make regulations for the government of the school, carry these 
regulations into effect, and also act as a judicial body for the trial 
of any offenses, and violations of such regulations. 



PHYSIOLOGY AND HYGIENE 



CHARTS XXXII-XXXVI 



XXXI I. PHYSIOLOGY and HYGIENE - 1 




PHYSIOLOCY AND KYCIENE, I. HUMAN SKELETON, in Pro*. Bones. 4c 



XXXIII. PHYSIOLOGY and HYGIENE- 2 




PHYSIOLOGY AND HYCIENE, 2. HUMAN SKELETON. (Front View). LIGAMENTS CARTILAGES, eta 



XXXIV. PHYSIOLOGY and HYGIENE -3 




SUPERFICIAL MUSCLES 

okthkHODY THE NERVOUS SYSTEM 



PHYSIOLOGY AND HYGIENE, 3. MUSCLES and n[MS. 



XXXV. PHYSIOLOGY and HYGIENE -4 




PIUSIOIOCY AND HYCIENE. 4. 



„, IiUN.-i'. 



XXXVI. PHYSIOLOGY and HYGIENE -5. 



iiS^Pf 




PHYSIOLOGY AND HYGIENE, 5. INTOXICANTS. NARCOTICS, VINTIIATION, etc, 



PHYSIOLOGY AND HYGIENE. 

CHARTS XXXI I., XXXI I I., XXXIV., XXXV., XXXVI. 

These Charts present an elaborate outline of the principles of 
Physiology and Hygiene. Chart XXXII. treats of the human skel- 
eton in profile, and of the bones, especially the bones of the skull and 
the spinal column. 

Chart XXXIII. shows the human skeleton, front view ; showing 
also ligaments and cartilages, joints and articulations. Microscopical 
views of the bones and cartilages are presented, and longitudinal 
sections of bones are shown ; and we have also presented the more 
peculiar bones of the upper and lower extremities, and the articula- 
tions of the leg, the hip joint and the knee joint. 

Chart XXXIV. presents to us especially the muscles and 
nerves of the body. Also central upon the Chart is shown the 
human form — one half presenting to our view the distribution of the 
nerves of the body, and the other half, the distribution of the super- 
ficial muscles. Also, on various parts of the Chart we are shown a 
vertical section of the front and side view of the brain and upper 
part of the spinal cord ; a representation of the nerves of the spinal 
cord very much enlarged under the microscope ; and a diagram 
illustrating the arrangement of the parts of the brain and the origin 
of the nerves. The' distribution of the nerves upon the human face 
is particularly shown. With reference to the muscles, we have a 
clear exposition of the muscles of the eyeball and their action in 
turning that organ ; the muscles of the back are also fully illustrated ; 
and the muscles of the sole of the foot. 

Chart XXXV. presents to us the arteries, veins, and organs 
of digestion. The central figure shows the organs of digestion and 
130 



PHYSIOLOGY AND HYGIENE 131 

circulation arranged in the manikin ; the one side representing the 
veins of the upper and lower extremities in blue, and the other side 
showing the arteries of the upper and lower extremities in red. The 
location of the heart and lungs, the stomach, liver, and intestines, is 
also clearly exhibited on this figure. On the sides of the Chart we 
also have microscopic views of the elements of the blood, the 
structure of the veins, form of the blood-corpuscles, and the struc- 
ture of the lungs, and the internal structure of the organs of sight, 
hearing, and smell. Also diagrams of the heart, showing the cham- 
bers of the heart, the valves of the heart, diagram of the larynx and 
trachea, and also of the liver. 

Chart XXXVI. is especially devoted to Hygiene, and presents 
to us the nature of the organs of taste and feeling, the organs of 
digestion, with special reference to the effect of alcohol and tobacco, 
and ample diagrams illustrating the nature of ventilation and drain- 
age, and of impurities in water and air. 

From these Charts much can be learned. Take, for instance, 
Chart Number 1. The teacher can show the skeleton, and teach a 
large number of facts concerning it. Beginning with the skull, the 
child can be taught readily to answer such questions as these : 

Where is the frontal bone ? 

Where is the parietal bone ? 

Where is the ethmoid bone? 

Where is the nasal bone ? 

Where is the malar bone ? 

Point to the superior maxillary bone. 

The inferior maxillary bone. 

On the skeleton, point out the cervicle vertebra. 

Point out the humerus. 



132 COMPLETE SCHOOL CHARTS 

Point out the radius and ulna. 
How many bones in the carpus, or wrist ? 
How many bones in the palm. of the hand — meta- 
carpal bones? 
How many bones in the fingers and thumb ? 
Where is the femur ? 
What is the patella ? 
What are the tibia and fibula ? 
How many vertebrae are there in the spine ? 
How many ribs on each side of the human body ? 

Many interesting exercises can be had upon Chart Number 2. 
If the teacher is well informed on the various subjects here illus- 
trated,' or has carefully read some text-book, it will not be difficult 
to give interesting exercises upon the teeth, upon the nature of the 
teeth, upon the number of the teeth : 

How many molars are there ? 

How many upper molars? 

How many canines? 

How many incisors ? 

What is the upper surface of the teeth called ? 

What are the other parts of the teeth called ? 

Name the different parts of the femur, or thigh 

bones. 
What great muscle upon the side of the head ? 
What three bones come together and form the 

shoulder joint ? 



PHYSIOLOGY AND HYGIENE 



What four bones come together and form the 

knee joint ? 
What bones unite and form the hip joint ? 

From Chart Number 3 the names of the principal nerves and 
muscles may be learned. 

On what part of the face is the supra-orbital 
nerve ? 

Where is the facial nerve ? 

Where is the nasal nerve ? 

Where is the great sciatic nerve ? 

What are the chief muscles of the eyeball ? 

What muscle turns the eyeball from right to left ? 

What muscle turns the eyeball upward or down- 
ward? Etc., etc. 

On Chart Number 4 we have the organs of circulation and di- 
gestion. Beginning with the heart, we see that it is divided into two 
parts, each part consisting of an auricle and ventricle. By following 
the arrows, we see the blood entering the right auricle of the heart 
through the vena cava superior and vena cava inferior. The blood 
passes from the right auricle to the right ventricle. From the right 
ventricle, by following the arrows, we see that it goes into the pul- 
monary artery, which branches a short distance from the heart, one 
proceeding to the right lung and the other to the left lung. The 
blood passes to the lungs, and, being purified, it is taken up by 
smaller pulmonary veins, and through them transmitted, as we see by 
the direction of the arrows, back into the heart, entering the left 
auricle. From the left auricle it descends into the left ventricle, and 



134 COMPLETE SCHOOL CHARTS 

from the left ventricle it is forced forward into the aorta, a part 
going to the head and upper extremities, and the remainder fol- 
lowing the arch of the aorta downward into the trunk and lower 
extremities. 

It will be well, also, to require pupils t6 draw on the blackboard 
a representation of the circulation of the blood from the heart into 
the lungs and back to the heart, and out through the aorta on its 
way to the different parts of the body. The structure of the lungs 
is also shown in the figure, and the air cells, both natural size and 
highly magnified. In the diagram of the eyeball : 

On what part of the eyeball is located the optic 

nerve ? 
Where is the retina ? 
Where is the sclerotic coat ? 
Name other parts of the eye. 
Where is the heart situated with reference to the 

lungs ? 
Study the ear, and name the different parts of it. 
Where is the stomach located with reference to 

the liver, the gall, bladder, and the spleen ? 

On Chart Number 5 we have a diagram of the mouth and 
tongue, showing the location of the organs of taste. The nature of 
these organs can be inferred from the numerous smaller diagrams 
illustrating their action. On this Chart, also, we have a represen- 
tation of the stomach in its healthy condition, and also in a con- 
dition as it is when inflamed by alcohol. There is also a represen- 
tation of the effect of nicotine upon liquids, and also upon any cloth 
through which the smoke of tobacco is blown. The virulent effects 



PHYSIOLOGY AND HYGIENE 1 35 

of these deadly poisons are seen. The Chart also illustrates the 
location and action of the other organs of digestion. 

Especial attention, however, is directed to the right half of this 
Chart, which is devoted entirely to sanitary instruction, with reference 
to air, temperature, drainage, water, etc. The nature of the circulation 
of the air in a room can be clearly illustrated by the experiment of a 
candle in a jar, as shown in A, B. If a lighted candle is placed on 
the bottom of a jar, there being but a single mouth, with no division, 
clearly fresh air cannot pass in and impure air pass out at the same 
time, and the result is no circulation of the air, and therefore inability 
to burn. The lighted candle thus placed in the jar will soon die 
out. But if by a piece of zinc, or tin, or other thin strip of material 
the mouth of the jar be divided into two distinct portions, there will 
be opportunity for the fresh air to pass in on the one side of the 
partition, while the impure air passes out on the other, and thus the 
candle, with this advantage of artificial circulation, will burn brightly, 
because constantly supplied with pure air. 

This illustrates the fact that it is not so important or desirable 
to heat our apartments to secure the required temperature, whether 
high or low, as it is to see that we are supplied with pure air. 
The candle goes out if it has not a steady supply of pure air, and 
in the same way the vitality of the body is diminished by the want 
of a continuous supply of pure air. Whatever method will secure 
this desired object is an important one to follow. 

There are various methods of ventilation : one by having a sup- 
ply of pure air constantly coming into the room after having passed 
over surfaces giving it a proper temperature ; another by means of a 
ventilating shaft, which draws the foul air up and so compels the 
admission of pure air to take its place. Foul air may be drawn 
out either by a suction fan or by means of an open grate fire. 
The fresh air may be supplied either through crevices from the out- 
side air or through a regularly built steam or hot air furnace. The 



136 COMPLETE SCHOOL CHARTS 

important thing is that the foul air should be drawn out from the 
room, and that pure air should be admitted to the room. The 
teacher should enforce these principles, and if possible he should see 
that they are fully and satisfactorily illustrated by the system of 
ventilation in use in the school-room which he occupies. 

A vertical section of a house showing the various rooms, the 
admission of pure air and the expulsion of impure air, the admit- 
tance of water from some regular source of supply, how it is used in 
the rooms of the house, together with the system of draught pipes 
by which the introduction of foul air is prevented, all so clear and 
plain that it will be readily understood by the intelligent teacher, is 
also presented on this Chart. 

Below this, figures 1 and 2 present certain facts in regard to 
drainage which are of the utmost importance, especially in our 
rural and village communities, where there is no regular system 
of water-supply through pipes from sources of absolute purity. It 
will be seen by these diagrams that water may easily be contami- 
nated by the filtering of foul matter from cess-pools and barn-yards, 
and that it is of the utmost importance that the location of wells 
should be such that no contamination is possible. 

Still further, we have diagrams showing, under a heavy magnify- 
ing glass, the nature of impurities in various kinds of water. And 
finally, we have a landscape picture illustrating the true location of a 
house as contrasted with an unhealthy location, the one being on a 
dry and high elevation, the other being in a low place where con- 
stant danger from impurities occurs. 

The facts of hygiene, the terrible dangers attending the alcohol 
habit, the insidious poison contained in tobacco — these, as well as 
the poisons that lurk in the water from smaller streams and ditches, 
from bad drainage, and impure sources of water-supply, should be 
strongly impressed upon the mind of the child, so as to avoid all 
possibility of mischievous error and evil habits. 



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A Graduated Series Designed for Children between the Ages of Six 
and Fourteen Years. By E. A. SHELDON, Principal of Os- 
wesfo State Normal School. 



TWO HUNDRED AND EIGHTEEN OBJECT LESSONS, besides numerous 
Model Lessons, fully written out. These latter are of special value to young 
teachers and to those who have had little experience in this special line of work. 

The lessons are divided into five " steps, " which are intended to give matter 
peculiarly fitted to as many periods of the pupil's school life. While the first three 
steps embrace a large number of unclassified lessons, covering a wide range of sub- 
jects suitable for the youngest, the fourth and fifth steps comprise a somewhat 
systematic series of exercises on Metals, Natural History, Vegetable King- 
dom, Insects, Shells, Miscellaneous Objects, Textile or Woven Fabrics 
and their Materials, Minerals, and Manufactured Articles. 



Sheldon's Elementary Instruction 

Containing a graduated Course of Object Lessons, for training 
the senses and developing the faculties of children. By E. A. 
SHELDON, assisted by Miss M. E. M. Jones and H. Krusi. 



'"THIS STANDARD WORK holds a distinct place as one of the most important 
of American contributions to the literature of Pedagogics. It presents a definite 
course of elementary instruction adapted to philosophic views of the ' ' Laws of 
Childhood." The subjects discussed include: Color, Form, Objects, Number, 
Size, Weight, Sound, Language, Reading, Dictation, Geography, the 
Human Body, Animals, Plants, Moral Instruction and Drawing. 

Either book sent to any address, post-paid, on receipt of $1.35. 



IVISON, BLAKEMAN, & CO., Publishers, 

149 Wabash Ave., Chicago. 753> 755 Broadway, New York. 



Civil Government. 

A MOST IMPORTANT STUDY FOR EVERY AMERICAN YOUTH. TEACH 
THE YOUNG THEIR DUTIES AND PRIVILEGES AS CITIZENS. 



" Conscientious Text-Books, made on honor, and calculated to last." 
I. — For Common and Graded Schools. 

Townsend's Shorter Course in Civil Government. 

ARRANGED in Topics, with Numerous Questions for Convenience in Teaching. 
This is an admirable one-term book in Civil Government. Among its most 
practical features are the following : 

i. The matter is presented by topics and in analytical form. 

2. The chapters are divided into lessons, each of convenient length for 
class drill. 

3. For convenience in teaching, each lesson is immediately followed 
by questions relating to the subject matter thereof. 

4. There are excellent chapters upon the methods of government in the 
State, County, and Township. 

The Shorter Course is in all respects a complete and practical book for all grades 
of public schools. Within the past year it has been introduced into hundreds of 
schools in this country. 

II. — For High Schools, Colleges, and Normal Schools. 

Townsend's Analysis of Civil Government. 

AN advanced book for the use of High Schools, Colleges, and Normal Schools, 
and a comprehensive reference book for Teachers. The Analysis was the first 
systematic presentation of the Civil Government of the United States in didactic form. 
It has been most widely used, and is unsurpassed as a manual for teachers and for 
advanced classes in the study. The work is thoroughly analytical. The author 
expresses his idea of the right kind of a text -book when he says : "A general acquaint- 
ance with miscellaneous and scattered facts bearing on this subject does not satisfy. 
The teacher must get inside of things and take his pupils with him." The Analysis 
admirably meets this view of the office of the true text-book. 



SPECIAL PRICES FOR SAMPLE COPIES AND FOR INTRODUCTORY SUPPLIES. 

IVISON, BLAKEMAN, & CO., Publishers, 

149 Wabash Ave., Chicago. 753? 755 Broadway, New York. 



EVERY-DAY WORDS IN EVERY-DAY ENGLISH. 



Metcalf's 
Spelling and Language Book. 

By ROBERT C. METCALF, Supervisor of Schools in Boston. 

THIS new and original work has been prepared to meet an increasing demand for 
a speller written in harmony with the present methods of teaching, as employed 
by the best instructors. Among its numerous claims for the special attention of those 
looking for the best, may be mentioned : 

i. The careful selection of words given, and the exclusion of those not in com- 
mon use. 

2. The systematic development of language lessons, including the principles of 
capitalizing, punctuation, formation of plurals, possessives, etc., subordinate 
to the general purpose of the book. 

3. The introduction of words in such combinations as to indicate their correct 
meaning and use. 

4. Valuable information conveyed in the Dictation Lessons. 

5. Novel and ingenious methods of study suggested — these methods having 
already been tried with flattering success in the Boston schools. 

6. The introduction, as spelling lessons, of representative selections from Classic 
English Authors. 

7. Frequent reviews. 

Teachers or school officers dissatisfied with the Spelling-book at present in use in 
their schools, and those who, having abandoned the use of a speller, are now desirous 
of returning to its use, will find that Metcalf's Spelling and Language Book 
will accomplish results not hitherto attainable with text-books published on the subject. 

Introduction price, 20 cents. Exchange price, 10 cents. 

A copy of Metcalf's Speller will be sent for examination with a view to introduc- 
tion on receipt of Introduction Price. 



IVISON, BLAKEMAN, & CO., 

149 Wabash Ave., Chicago. 753> 755 Broadway, New York. 



NEW EDITION, BROUGHT DOWN TO DATE. 

Swinton's 
Condensed U. S. History. 

Constructed for Definite Results in Recitation, and Containing a New Method of 
Topical Reviews. Fully Illustrated with Maps, Portraits, and Beautiful Designs. 
By WILLIAM SWINTON, A.M., author of "Outlines of the World's His- 
tory," "Campaigns of the Army of the Potomac," "Decisive Battles of the 
War," etc. 300 pages, handsomely bound in cloth. This highly popular book 
has been brought down to the present time, and Six Full-page Colored Maps 
have been added. 

SWINTON'S CONDENSED U. S. HISTORY is designed for a working book, 
and the text derives its interest from the lucid presentation of the subject-matter, 
in itself deeply interesting. The work has now been before the public nearly ten 
years, and its trial has been sufficient to enable the publishers to ascertain that it has 
met the demand which it was intended to supply, and taken a permanent place in the 
school literature of the day. The book was put forth as an embodiment of several 
new and peculiar methods of teaching the history of our country. Being "constructed 
for definite results in recitation" it aimed to secure these by : 

1 . "A plan of clear and concise paragraphing" 

2. A total absence of any attempt at "fine writing." 

3. "A new 7)iethod of topical reviews." 

4. A very full history of each of the older (Atlantic) States during the colonial 
period. 

5. A separate and appreciative treatment of "the founding and growth of the 
Western and Pacific States." 

6. A distinct treatment of the history of " American progress." 

7. A freedom from partisan bias of sectionalism, politics, or religion. 

8. A full supply of maps and other suitable illustrations. 

The testimony of thousands of teachers is unanimous that these methods have 
proved eminently successful. The book stands the test of the class-room. Teachers 
and school officers find that it awakens a new interest in the study of History, and 
implants definite knowledge in the minds of pupils, where before, from the use of the 
ordinary story-book histories, there had been only confused ideas and uncertain notions. 

NO BETTER WORK FOR A TEACHERS' MANUAL OF HISTORY IS PUBLISHED. 

Copies for examination will be sent to Teachers and School Officers on receipt 
of go cents. 

IVISON, BLAKEMAN, & CO., 

149 Wabash Ave., Chicago. 753? 755 Broadway, New York. 



Swinton's Readers. 

Complete in Five Books, with a Sixth or Classic English 
Reader. Designed to be used with this or another series, or 
as an Independent Advanced Reader. 

THE BEST SCHOOL READERS EXTANT. 



SWINTON'S PRIMER AND FIRST READER. In one volume. In 
print and script (white on black, and black on white). Handsomely bound in 
cloth. Beautifully illustrated. 120 pages. The Primer is bound both sepa- 
rately and together with the First Reader. 

Price for Examination or Introduction, 25 cents. 

SWINTON'S SECOND READER. With varied exercises in print and 
script. Illustrated. Bound in cloth. 176 pages. 

Price for Examination or Introduction, 35 cents. 

SWINTON'S THIRD READER. Introducing many new and valuable fea- 
tures in selection and arrangement. Beautifully illustrated, and bound in cloth. 
240 pages. 

Price for Examination or Introduction, 50 cents. 

SWINTON'S FOURTH READER. Full of new and interesting matter, 
largely original, adapted to this important grade of school work. Illustrated, 
and bound in cloth. 384 pages. 

Price for Examination or Introduction, 65 cents. 

SWINTON'S FIFTH READER AND SPEAKER. A book of choice 
selections for reading, recitation, and declamation. Illustrated, and bound in 
cloth. 480 pages. 

Price for Examination or Introduction, 90 cents. 

SWINTON'S SIXTH OR CLASSIC ENGLISH READER. Designed 
for study in the upper grades of Grammar Schools, High Schools, Academies, 
and Seminaries. Cloth, 608 pages. 

Price for Examination or Introduction, $1.08. 



OUR BRIEF DESCRIPTIVE LIST SENT FREE TO ANY ADDRESS. 

IVISON, BLAKEMAN, & CO., Publishers, 

149 Wabash Ave., Chicago. 753> 755 Broadway, New York. 



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THE TEACH EBS ' MANUAly 
One copy of this book is given 
with each set of the Complete 
School Charts soJd by the 
Publishers, and belongs to the 
purchaser of the Charts* Any 
person desiring an additional 
copy can procure the same by 
sending $1.00 to the Publishers, 
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753 Broadway, New York, 
149 Wabash Avenue, Chicago. 



